English (Option A), Leaving Certificate - Ordinary Level - Marking Scheme

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Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1
*WMS3* Part of
EǟǦǡǤǚǥ (OǝǙǤǞǟ A)
ORDINARY LEVEL
MARKING SCHEME
Pre-Leaving Certificate Examination 2023

ORDINARY LEVEL
Criteria for Assessment
The tasks set for candidates in both Paper 1 and Paper 2 will be assessed in accordance with the following
criteria:
• Clarity of Purpose (P) 30% of the marks available for the task
• Coherence of Delivery (C) 30% of the marks available for the task
• Efficiency of Language use (L) 30% of the marks available for the task
• Accuracy of Mechanics(M) 10% of the marks available for the task
Each answer will be in the form of a response to a specific task, requiring candidates to:
– display a clear and purposeful engagement with the set task
– sustain the response in an appropriate manner over the entire answer
– manage and control language appropriate to the task
– display levels of accuracy in spelling and grammar appropriate to the required/chosen register.
Schematised detail regarding these criteria is to be found in Appendix 1 of this Marking Scheme. The Grade
Grid utilised for purposes of applying the Criteria for Assessment. throughout the marking is to be found in
Appendix 2 of the Marking Scheme.
Where discrete criteria awarding is in operation, marks will be indicated on candidates’ scripts in all instances
in the order in which they are set out above. Thus Clarity of Purpose will always appear first in the list of
marks. Marks awarded for Coherence of Delivery will follow and so on to the end. Marks for Accuracy of
Mechanics can still be awarded in line with the candidate’s proficiency in this area.
Given the primacy of Clarity of Purpose (P), marks awarded for either Coherence of Delivery (C) or
Efficiency of Language Use (L) cannot exceed the marks awarded for Clarity of Purpose.
Candidates’ work is marked using the Criteria for Assessment. The indicative material included in the
marking scheme is provided to aid examiners and is intended to broadly indicate the type of responses
candidates might offer. The indicative material is not exhaustive and all appropriate valid answers should be
marked according to their merits, using the Criteria for Assessment.
MISREADING OF INSTRUCTIONS RELATING TO QUESTION CHOICE
CANDIDATE ANSWERS QUESTION A AND B FROM THE SAME TEXT

• Mark both attempts out of full marks.
• Disallow the lower mark.
CANDIDATE ANSWERS 2 OR MORE QUESTIONS A AND 1 QUESTION B (or vice versa)

• Mark all the attempts.
• Allow Question B to stand and the highest Question A from a different text.
CANDIDATE ANSWERS ALL THE QUESTIONS A AND QUESTIONS B

• Mark all the attempts.
• Award the highest combination.
Use of Codes
To assist with forming a judgement it will be helpful to place an accurate tick at the points identified in the answer.
Use the full range of marks available

Examiners should make themselves familiar with the range of marks available for each of the tasks
set and utilise the full range of marks as appropriate in the course of the marking.
General
Robert Atkinson - Oatlands College - 60050E – Paper 1
- robert.atkinson@oatlands.net -1
“This paper will be specifically aimed at testing the comprehending and composing abilities of students.”
(DES English Syllabus, 7.3, p19).
PAGE 2 OF 49 ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023

PAPER 1, Section 1 ORDINARY LEVEL
PAPER I
SECTION I – COMPREHENDING (100 marks)
N.B. Candidates may NOT answer Question A and Question B on the same text.
Questions A and B carry 50 marks each.
TEXT 1 - AN IRISH FAMILY’S GAP YEAR
Question A – 50 marks
(i) From your reading of the TEXT 1, describe three insights you gained into the type of people that
the O’Meara family are. Support your answer with detailed reference to the text. (15)
Candidates should outline three insights gained into the type of people that the O’Meara family are.
Answers should be supported with reference to the text. Consideration should be given to the quality
of all aspects of the response with regard to the Criteria for Assessment.
Indicative material:
• Adventurous: “our exciting adventure into the unknown”.
• Enjoy the outdoors: “blissful hikes”.
• Environmentally conscious: “Food air-miles was now a concept the boys could easily understand”.
• Family oriented: “We all relished the easy, fond company” (spending so much time in a cramped
campervan).
• Open-minded: Attended an alternative school in Spain – “recognising that classroom learning can take
many different forms”.
• Etc.
Combined Criteria ex 15 P+C=9 L+M=6
(ii) Would you have liked to go on the same adventure with your own family? Explain your answer
with detailed reference to the text. (15)
Candidates should explain why they would, or would not like to go on the same adventure with their
own family. Consideration should be given to the quality of all aspects of the response with regard to
the Criteria for Assessment.
Expect a variety of responses which will include elements of personal response.
Yes:
• Adventure and fun of “wilder” adventures.
• Attend an alternative school with “freedom to choose projects”.
• Exciting landscapes.
• Travelling by campervan.
No:
• Scorpions in beds.
•
Robert Discussing-“innards”
Atkinson Oatlands because
Collegeof food etc. - robert.atkinson@oatlands.net
- 60050E -1
• Cramped living conditions of the camper van living.
• Missing family and friends.
• Missing foods you’re familiar with etc.
ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 3 OF 49

ORDINARY LEVEL PAPER 1, Section 1
(iii)
(a) The O’Meara children attended an alternative school as described in paragraph 5. Based on your
own experience of school life and the school they attended, explain which experience you’d
prefer and why. (10)
Candidates should describe whether they preferred their own school experience or if they would prefer
the alternative school described in the text. Allow for a wide variety of responses. Reward all valid
responses on their merits, giving consideration to the quality of all aspects of the response with regard
to the Criteria for Assessment.
Indicative material for comparison (the alternative school): Warmth and patience from the
schoolteachers and families; Classes were regularly outdoors; the children had autonomy choosing their
learning through various group projects; discipline was certainly looser than back home; Etc.
(b) Travel and exploration have been important to people for a long time. Explain the importance of
travel or exploration in your life. (10)
Candidates should explain the importance of travel or exploration in their life. Allow for a broad range
of responses. Candidates may include some reference to the extract but allow for candidates to be
creative in their response. Reward all valid responses on their merits, giving consideration to the quality
Question B – 50 marks
Imagine you have set up a new school in Ireland with an alternative way of learning. Write the text of
a brochure advertising the new school. Describe what the school is like, how the students would learn
there, give examples of the type of work that would be involved and some experiences that the future
students could expect. (50)
Candidates should produce the text of a brochure advertising a new alternative school in Ireland. The
brochure should describe what the school is like, how the students would learn there, give examples of the
type of work that would be involved and describe some experiences that the prospective students could
expect.
Allow for a broad range of responses. The tone may be informal, formal, humorous etc. Consideration should
be given to the quality of all aspects of the response with regard to the Criteria for Assessment.
Discrete Criteria ex 50 P = 15 C = 15 L = 15 M=5

TEXT 2 - Long-lost Ship Endurance Found
Question A – 50 marks
(i) Based on your reading of TEXT 2, describe three qualities that you think Shackleton possessed.
Support your answer with detailed reference to the text. (15)
Candidates should describe three qualities that Shackleton possessed, supporting their answers with
reference to the text. Consideration should be given to the quality of all aspects of the response with
regard to the Criteria for Assessment.
• Prepared for all eventualities – even when they abandoned the ship, “we have stores and equipment
for the task that lies before us”.
• Considerate of his crew – made sure they were comfortable and happy on the trip.
• A great leader: “endeared himself by dining with the men, telling jokes, leading sing-alongs, and
organising games”.
• Determined – “willed himself to make it … he probably had a hole in his heart etc.
(ii) Would you have preferred to be part of Shackleton’s crew (Image 1) on their journey of
exploration or Mensun Bound’s crew (Image 2), who recovered the long-lost ship in 2022?
Explain your answer with reference to the text and/or images. (15)
Candidates should explain their choice with reference to the text and/or the images. Consideration
should be given to the quality of all aspects of the response with regard to the Criteria for Assessment.
Indicative Material
Expect an element of comparison in the answers.
Shackleton
Shackleton organised games etc to ensure his crew had fun so he seemed like a great captain; It was a
new epic journey and would be something to be remembered by; Just embarking on the journey was a
success because it involved new discoveries.
Bound
Looks less dangerous; the equipment is much better and therefore it would have a better outcome; It
would be a journey of recovery and they could have come home without achieving anything; etc.
(iii) (a) Imagine you are one of the crew members identified either in Image 1 or Image 2 from TEXT 2.
Write a diary entry that they may have written before they set off on their journey. (10)
Candidates should write a diary entry that one of the crew members from either Image 1 or Image 2 in
TEXT 2 may have written.
Allow for a wide variety of responses. Reward all valid responses on their merits, giving consideration to
the quality of all aspects of the response with regard to the Criteria for Assessment.
(b) Travel and exploration have been important to people for a long time. Explain the
importance of travel or exploration in your life. (10)

In the extract in TEXT 2, it describes how Shackleton handpicked his crew to go on his journey.
Imagine you wrote a letter to Shackleton asking to accompany him on one of his epic journeys of
discovery. In your letter, explain why you wish to go on the journey, describe what qualities you
possess that would be of benefit, include any relevant experience you have had and persuade him
that you would be a suitable candidate.
2
Candidates should write a letter to Shackleton asking to accompany him on one of his epic journeys of
discovery. The letter should explain why they wish to go on the journey, describe the qualities they possess
that would be beneficial and include any experience that they feel would be relevant. The register may be
formal or informal. Consideration should be given to the quality of all aspects of the response with regard to
TEXT 3 – THE LETTER HOME
Question A- 50 marks
(i) Based on your reading TEXT 3, identify three reasons that Bridget would have wanted to leave
Ireland and take such a dangerous trip. (15)
Candidates should give three reasons as to why Bridget would have wanted to leave Ireland and take
such a dangerous trip. Answers should be supported with reference to the text. Consideration should
be given to the quality of all aspects of the response with regard to the Criteria for Assessment.
Indicative Material:
The countryside was “stripped of people, the houses levelled, the fields abandoned”; people were
struggling to survive “due to the food shortages”; Bridget, and many others, were fleeing from “a place
where her family had been persecuted and allowed to die”; “hope for a new life, new opportunities and
access to food”; “starvation had made it increasingly difficult to gauge a child’s age” because they were
underdeveloped; etc.
(ii) Would you have preferred to travel on the ship to Boston as a crew member or as a passenger?
Explain your answer with detailed reference to the text. (15)
Candidates should explain, giving at least two reasons, if they would have preferred to travel on
the ship to Boston as a crew member or as a passenger. Allow for a broad range of responses.
Consideration should be given to the quality of all aspects of the response with regard to the Criteria
for Assessment.
Indicative Material
Passenger conditions
• “most passengers were pale and weak, and many were coughing”.
• “ship’s hold was gloomy and cramped, with rows of narrow bunks, one stacked on top of another”.
• “People queued from morning till night for their turn” to cook.
• Passengers were ill and illness spread easily in the cramped conditions.
• It was impossible to clean after the sick passengers so “stench below deck was worse than anything she
could recall”.

Crew conditions
• Access to water that they “rationed”.
• Less cramped living conditions in contrast to “the gloomy” conditions of the passengers.
• Access to cooking facilities.
• Hard manual work involved in sailing the overcrowded ship in dangerous seas.
• Fear of mutiny by desperate passengers who wanted access to water.
(iii) (a) Imagine that you are writing the text of an advertisement for the ship in Image 1 of TEXT 3
which sailed to Boston during the Famine. Write out the text of the advertisement
persuading people why they should travel on this particular ship. (10)
Candidates should write the text of an advertisement for the ship in Image 1 of TEXT 3 which sailed to
Boston during the Famine. Write out the text of the advertisement persuading people why they should
travel on this particular ship.
Allow for a wide variety of responses. Reward all valid responses on their merits, giving consideration to
the quality of all aspects of the response with regard to the Criteria for Assessment.
(b) Travel and exploration have been important to people for a long time. Explain the
importance of travel or exploration in your life. (10)
The theme of this paper is journeys. Journeys can be physical (going on a trip), or metaphorical (like
personal growth, or a learning journey). Write the text of a podcast where you describe a journey you
have had recently. Outline what you’ve learned from this journey and describe who has helped you on
this journey. Explain whether this is a journey you would recommend or not.
Candidates should write the text of a podcast where they describe a journey they have been on recently. They
must discuss why they embarked on the journey, what they’ve learned from this journey, who has helped
them on the journey and if they would recommend this journey or not. The register may be either formal or
informal, but should be suitable for a podcast. The journey may be a trip or it may be metaphorical.
Consideration should be given to the quality of all aspects of the response with regard to the Criteria for
Assessment.

SECTION II – COMPOSING (100 marks)
General
General
The composition assignments (in bold print below) are intended to reflect language study in the areas of
information, argument, persuasion, narration and the aesthetic use of language.
N.B. “The general functions of language outlined here will continually mix and mingle within texts.
So there can be an aesthetic argument, a persuasive narrative or an informative play.” (DES English
Syllabus 2.5).
The composition titles refer back to individual texts. However, the examination paper itself is constructed
around a single theme and all the texts on the paper are considered to be a resource for the candidates.
Therefore, even though a composition title is linked to one of the texts, in shaping their compositions
candidates are free to refer to, quote from, or draw ideas from any or all of the texts and their
accompanying illustrations.
Candidates may refer formally to the text to which the composition is linked or they may complete the
composition assignment with reference to their own store of knowledge/reference/experience.
Candidates must write a composition on any one of the following composition assignments in bold
print below.
1. In TEXT 3, Bridget describes her mixed emotions as she leaves behind her ancestral home,
including family members who are dead and alive.
Write a personal essay about what ‘home’ means to you
Candidates should write in a reflective manner about what ‘home’ means to them.
Consideration should be given to the quality of all aspects of the composition with regard to the Criteria
for Assessment.
Mark ex 100 by reference to the Criteria for Assessment.

P: Focus – a personal essay in which candidates reflect on what ‘home’ means to them.
The writing should be shaped as a personal essay, e.g. written from the perspective of the
engaged ‘I’/personal register/written in the first person/reflective insights/confessional tone/
individual observation/use of personal anecdotes/includes pertinent personal details/strongly
held personal views and opinions/use of authentic personal voice, etc.
Relevance.
Originality and freshness, etc.
C: The extent to which the perspective is successfully sustained and developed; effective shaping of
the personal essay; sequencing and management of ideas, etc.
L: Quality and control of language, e.g. style, clarity, vocabulary, syntax, punctuation, etc.
M: Accuracy of mechanics. Etc.
2. The theme of this paper is ‘journeys’.
Write a short story which centres on a disastrous journey.
Candidates should write a short story which centres on a disastrous journey.
for Assessment.

P: Focus – a short story centres on a disastrous journey.
Understanding of genre – the writing should be shaped as a short story having some sense of
a beginning – middle – end; central characters; a timeline; a defining moment of experience
followed by a change; a resolution, etc.
Relevance.
C: The extent to which the narrative is successfully shaped, sustained and developed;
sequencing and management of ideas, etc.
L: Quality and control of language, e.g. style, vocabulary, syntax, punctuation, etc.
3. In TEXT 1, the family discover the real meaning of ‘food miles’ when they see all the polytunnels
in Europe.
Write an article to be published in a magazine about some of the key environmental issues
involved in food production.
Candidates should write an article, to be published in a magazine, about some of the key
environmental issues involved in food production.
for Assessment.

P: Focus – an article suitable for publication in a popular magazine, about some of the key
environmental issues involved in food production.
The writing should be shaped as an article, including a heading or title and possibly sub-headings.
The tone and register may be formal or informal but should be suitable for the intended
audience of music enthusiasts.
Relevance.
the article; sequencing and management of ideas, etc.
L: Quality and control of language e.g. style, clarity, vocabulary, syntax, punctuation, etc.
4. In TEXT 3, Bridget is leaving home for the first time.
Write the text of a talk you would give to young people in which you give advice to people
intending to travel abroad for work or a gap year after they finish school.
Candidates should write a talk they would give to young people in which you give advice to people
intending to travel abroad for work or a gap year after they finish school.
for Assessment.

P: Focus – write a talk they would give to young people in which you give advice to people intending
to travel abroad for work or a gap year after they finish school.
The writing should be shaped as a speech and demonstrate the effective use of some elements
of speech-writing, e.g. rhetorical language, anecdotes, use of references and illustrations, emotive
language, etc. The tone and register may be formal or informal but should be suitable for the
intended international audience.
Relevance.
C: The extent to which the narrative is successfully shaped, sustained and developed, sequencing
and management of ideas, etc.
1
L: Quality and control of language, e.g. style, vocabulary, syntax, punctuation, etc.

5. In TEXT 1, the O’Meara family found time to develop their personal interests while travelling.
Write a persuasive essay in which you attempt to convince people of the meaning and
importance of finding time to do the things they love.
Candidates should write a persuasive essay in which they attempt to convince people of the meaning
and importance of finding time to do the things they love.
for Assessment.

P: Focus – a persuasive essay in which candidates attempt to convince people of the meaning and
importance of finding time to do the things they love.
The writing should be shaped as a persuasive essay, e.g. include rhetorical devices/reflective
insights/individual observation/use of personal anecdotes/strongly held personal views and
opinions/use of authentic personal voice, etc.
Relevance.
the persuasive essay; sequencing and management of ideas, etc.
L: Quality and control of language e.g. style, clarity, vocabulary, syntax, punctuation, etc.
6. In TEXT 2 the Endurance ship was discovered many years after it sank.
Write a short story which centres on the idea of a plane crash or a shipwreck.
Candidates should write a short story which centres on the idea of a plane crash or a shipwreck.
for Assessment.

P: Focus – a short story which centres on the idea of a shipwreck or a plane crash.
Understanding of genre – the writing should be shaped as a short story having some sense of
a beginning – middle – end; central characters; a time-line; a defining moment of experience
followed by a change; a resolution, etc.
Relevance.
C: The extent to which the narrative is successfully shaped, sustained and developed;
sequencing and management of ideas, etc.
L: Quality and control of language e.g. style, vocabulary, syntax, punctuation, etc.

7. Bridget’s journey is much more dangerous due to the poor conditions of travel she
encountered on her journey,
Write a personal essay describing what you think are the most significant developments or
inventions that have made our lives easier in today’s world.
Candidates should write in a reflective manner on the most significant developments or inventions that
have made our lives easier in today’s world.
for Assessment.

P: Focus – a personal essay in which candidates reflect on the most significant developments or
inventions that have made our lives easier in today’s world.
The writing should be shaped as a personal essay, e.g., written from the perspective of the
engaged ‘I’/personal register/written in the first person/reflective insights/confessional tone/
individual observation/use of personal anecdotes/includes pertinent personal details/strongly
held personal views and opinions/use of authentic personal voice, etc.
Relevance.
the personal essay; sequencing and management of ideas, etc.
L: Quality and control of language, e.g. style, clarity, vocabulary, syntax, punctuation, etc.

PAPER II
SECTION I – THE SINGLE TEXT (60 marks)
General.
“This paper will test students’ knowledge of and response to a range of texts” (DES English Syllabus, 7.4 p 20)
N.B. RESPONDING TO DRAMATIC TEXTS

In attempting the questions set on dramatic texts, candidates are free to support the points they make by
reference to performances of the texts that they have seen. 9
Candidates must answer TWO questions on ONE text (A – I).
A. ALL THE LIGHT WE CANNOT SEE – ANTHONY DOERR
Answer any TWO of the following four questions. Each question will be worth 30 marks.
1. (a) Explain what your impression of Werner was at the beginning of the novel. (10)
Candidates should state what impression they formed of Werner at the beginning of the novel.
Consideration should be given to the level of detail provided, the use of suitable reference to the text
and the quality of all aspects of the response with regard to the Criteria for Assessment.
• Clever boy – made many inventions to help Frau Elena.
• Caring – he brought his younger sister around in a homemade wagon.
• Smart – taught himself maths and science.
• Vulnerable – he was an orphan.
• Quiet – he avoided being around Hans and Herribert as he knew they were bullies.
• Considerate – he gave Frau Elena half his earnings from fixing Herr Siedler’s radio. Etc.
(b) In your opinion, was Herr Siedler’s influence on Werner a positive one or a negative one?
(10)
Candidates should explain why they think Herr Siedler’s influence on Werner was a positive one or
a negative one. Consideration should be given to the quality of the explanation, the use of suitable
reference to the text and the quality of all aspects of the response with regard to the Criteria for
Assessment.
Positive – He created the opportunity for Werner to escape Zollverein so he could pursue his studies
in Schulpforta; showed Werner that there were luxuries for those who were in a position of power;
motivated him to destroy the radio that could have gotten Jutta into serious trouble if it was discovered;
gave Werner some self-belief in his natural talent as he was the third person who had attempted to fix
the radio and the only one to do it.
Negative – Set the wheels in motion for Werner to succumb to the Nazi indoctrination; caused a rift
in his relationship with Jutta, his sister; Jutta worried that Werner would be “just like all the other boys”
Robert once he went
Atkinson to Schulpforta.
- Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

(c) Identify a moment or episode in the text that added to your enjoyment of the novel.
Explain why this moment added to your enjoyment of the novel. (10)
Candidates should identify one episode or incident from the text which added to their enjoyment of
the text. Consideration should be given to the quality of the explanation and the quality of all aspects of
the response with regard to the Criteria for Assessment. Candidates are free to choose any moment or
incident. The list below is suggestive but not a limited list.
• Werner fixing Herr Siedler’s radio and the self-belief it gave him.
• Marie-Laure’s success at finding her way home for this first time and the joy it gave her father as he
swung her around in circles, seeing himself as a “conduit for much greater things”.
• Werner’s amazement on his trip to Berlin with Frederick and how the two friends could relax in each
other’s company, away from the rules of Schulpforta.
• Etienne overcoming his agoraphobia to go to the grotto and save Marie-Laure.
• Werner saving Marie-Laure when Reinhold had her trapped in her home.
• Jutta and Marie-Laure meeting and getting to share memories of Werner. Etc.
2. Explain what you learned about family from your study of Anthony Doerr’s novel All the Light
We Cannot See. Make three points in your response. Your answer should demonstrate your
knowledge of the text.
Candidates should explain what they learned about family from their study of Anthony Doerr, All
the Light We Cannot See. Candidates should make three points. Consideration should be given to the
knowledge of the text evident in the answer and the quality of all aspects of the response with regard
• Etienne tells Marie-Laure that “unless someone has the same blood running through their veins” as
you, then you cannot trust them… rings true for a lot of the characters who are operating out of self-
interest, e.g. Claude Levitte being an informant.
• Some characters are more susceptible to manipulation because they don’t have their own family, e.g.
Dr Haussmann gives Werner the validation he yearns for as an orphan, uses him to his own advantage,
then discards him when he is no longer needed.
• Sometimes you make your own family. When Marie-Laure’s father Daniel disappears, she makes many
friends in Saint Malo who act as her wider family. They manage to get her a braille copy of the book
that she left in Paris as a thank you for her role in sending secret messages.
• Even when separated, family connections remain. Marie-Laure hears her father’s voice when she is
dehydrated, starving and desperate while hiding in the attic and Von Rumpel is searching for her downstairs.
Thoughts of her father’s advice keep her motivated and safe even though he isn’t physically there.
Discrete Criteria ex 30 P=9 C=9 L=9 M=3
3. A new film based on Anthony Doerr’s novel, All the Light We Cannot See, is about to be released
and you have been asked to produce a trailer to promote it. Using your knowledge of the novel,
identify three moments from the story that you think should be included as clips in the trailer.
Explain why you decided to include this particular material. Your response should demonstrate
your knowledge of the text.
Candidates should identify three moments from the text that they think should be included as clips
to promote a new trailer based on the text. Answers should be justified by reference to the text.
Robert Consideration
Atkinson should be
- Oatlands given to- the
College quality- of
60050E the answer, the knowledge of the- text
robert.atkinson@oatlands.net 1 evident in the
response and the quality of all aspects of the response with regard to the Criteria for Assessment. Allow
for elements of personal response in choosing key moments.

4. Imagine you could meet the characters who appear in the novel, All the Light We Cannot See.
Name one character you would particularly like to meet and explain why. What would you like
to say to him or her? Your response should demonstrate your knowledge of the text.
3
Candidates should identify one of the characters from the text that they would like to meet and explain
their choice. Candidates should include both questions and answers. Answers should be supported by
reference to the text. Consideration should be given to the quality of the answer, the knowledge of the
text evident in the response and the quality of all aspects of the response with regard to the Criteria for
Assessment.
B. PHILADELPHIA, HERE I COME! – BRIAN FRIEL
1. (a) Explain what your impression of Gar was at the beginning of the play. (10)
Candidates should state what impression they formed of Gar at the beginning of the play.
• Optimistic about the opportunities that Philadelphia will bring him as he sings “Philadelphia, here I
come!” and dances with Madge, the housekeeper.
• Strained relationship with his father who he complains kept him working late on his last night in Ireland.
• Somewhat lonely as his alter ego, Private Gar, emerges and despite excitement about the trip, there is a
hint at some anxiety that he hasn’t got anyone else to discuss it with. Etc.
(b) In your opinion, was Kate Doogan’s influence on Gar a positive one or a negative one? (10)
Candidates should explain why they think Kate’s influence on Gar was a positive one or a negative one.
Consideration should be given to the quality of the explanation, the use of suitable reference to the text
Positive
• His decision to emigrate should give him more opportunities than he has at home, so indirectly she has
a positive impact on him, as their break-up propelled the decision.
• The heartache that he went through will make him stronger eventually when he is able to look back on
the failed relationship and rejection.
• Etc.
Negative
• When her parents rejected Gar as a suitable husband it broke his heart and left him dejected.
• The decision to emigrate is partly instigated by his heartbreak.
• Gar doesn’t have a confidante after his break-up with Kate. It forces him to internalise most of his
emotions and he bottles them up. When Kate mentions that S.B. will miss him, he lashes out, unable to
keep everything in.
• A lot of the heartbreak over Kate is tied up with his feelings about not having his mother. Etc.

(c) Identify a moment or episode in the text that added to your enjoyment of the play. Explain
why this moment added to your enjoyment of the play. (10)
the play. Consideration should be given to the quality of the explanation and the quality of all aspects
of the response with regard to the Criteria for Assessment. Candidates are free to choose any moment
or incident.

2
2. Explain what you learned about identity from your study of Brian Friel’s play, Philadelphia, Here I
Come! Make three points in your response. Your answer should demonstrate your knowledge of
the text.
Candidates should explain what they learned about identity from their study of Brian Friel’s play,
Philadelphia, Here I Come!. Candidates should make three points. Consideration should be given to the
• Sometimes a person’s outward identity is different to their inner identity, e.g. Private Gar attempts to
exhibit restraint when talking to Kate and urges Public Gar to stop speaking angrily to her. Public Gar
gives Kate a different version of himself as he appears terse and angry, instead of hurt and emotional.
• Friel’s separation of Gar into Public and Private Gar gives the audience interesting insight into how
identity can be perceived by the person internally, and those around them (externally).
• S.B. is an ineffective communicator and therefore his son thinks he doesn’t love him.
• Identity is tied up in relationships with both people and place. Ballybeg is a small community and Gar
feels like he can’t develop his true identity restricted by the relationship he has with the people and the
place. Senator Doogan made the point clear that he wasn’t good enough for his daughter, based on his
background. Etc.
3. A new film based on Brian Friel’s play, Philadelphia, Here I Come!, is about to be released and you
have been asked to produce a trailer to promote it. Using your knowledge of the play, identify
three moments from the story that you think should be included as clips in the trailer. Explain
why you decided to include this particular material. Your response should demonstrate your
Consideration should be given to the quality of the answer, the knowledge of the text evident in the
4. Imagine you could meet the characters who appear in the play, Philadelphia, Here I Come! Name
one character you would particularly like to meet and explain why. What would you like to say
to him or her? Your response should demonstrate your knowledge of the text.
Robert their choice.
Atkinson Answers should
- Oatlands Collegebe supported
- 60050E by reference to the text. Consideration
- robert.atkinson@oatlands.net - 1should be given
to the quality of the answer, the knowledge of the text evident in the response and the quality of all
aspects of the response with regard to the Criteria for Assessment.

C. A RAISIN IN THE SUN – LORRAINE HANSBERRY
1. (a) Explain what your impression of Walter was at the beginning of the play. (10)
Candidates should state what impression they formed of Walter at the beginning of the play.
• Selfish – He was more concerned with his own self-interest than what was important for the entire
family.
• Sexist – He didn’t consider Beneatha’s dream of being a doctor a worthwhile one and thought she
should just get married instead.
• Impulsive – He gave Travis a dollar and didn’t have any money left to pay for the car to work.
• Irritable – He creates tension in the family when he’s not getting his own way. Etc.
(b) In your opinion, was Joseph Asagai’s influence on Beneatha a positive one or a negative
one? (10)
Candidates should explain why they think Joseph Asagai’s influence on Beneatha was a positive one
or a negative one. Consideration should be given to the quality of the explanation, the use of suitable
Assessment.
Positive
• Fosters her interest in her African roots (“mutilated hair and all”).
• Gives her the nickname “Alaiyo” which she appreciates because he sees that she has big dreams,
the basics of “bread” are not enough for her. This makes her feel valued because her brother is so
dismissive of her dreams.
• He makes her see that she was placing her dreams on money earned from her father’s death and how
selfish that is: “there is something wrong in a house…. Where all dreams… must depend on the death of
a man”.
Negative
• Beneatha doesn’t understand her true African identity (symbolised in her mistaken use of an “ornate
oriental fan”) with the robes that Joseph gifted her.
• She celebrates her African heritage at the expense of her African-American identity, dismissing the
“good loud blues” that Ruth was listening to on the radio. This places her at odds with her family.
• Her relationship with him causes additional tension with her brother Walter who believes she should
marry a “man with loot”.
the play. Consideration should be given to the quality of the explanation and the quality of all aspects
Robert of the response
Atkinson with regard
- Oatlands to the
College Criteria for
- 60050E Assessment. Candidates are free to
- robert.atkinson@oatlands.net - 1choose any moment
or incident. The list below is suggestive but not a limited list.

• When Walter rejects Lidner’s money.
• Walter acknowledges that he “comes from a people who had a lot of pride” and that his sister plans to
become a doctor. He finally credits her dreams.
• When Asagai proposes to Beneatha.
• When Asagai acknowledges Beneatha’s dreams through the nickname he gives her - “Alaiyo”.
• Etc.
2. Explain what you learned about dreams and ambition from your study of Lorraine Hansberry’s
A Raisin in the Sun. Make three points in your response. Your answer should demonstrate your
Candidates should explain what they learned about dreams and ambition from your study of Lorraine
Hansberry’s, A Raisin in the Sun. Candidates should make three points. Consideration should be given
to the knowledge of the text evident in the answer and the quality of all aspects of the response with
• Epigraph introduces the question “What happens to a dream deferred?” Does it shrivel up “like a raisin
in the sun”?
• Personal or individual dreams can be in conflict with family ambitions or they can be a source of
conflict, e.g. Walter and his wife Ruth having different dreams.
• Socioeconomic circumstances can limit ambitions, e.g. the Younger family’s dreams are impacted by
racism at the time.
• The Younger family remain hopeful at the end of the play because they continue to hold onto their
dream of a better future (symbolised in Mama’s return to get the plant that struggled to grow near the
small window in the apartment).
• Mama’s dream was deferred for 35 years. Along the way she lost her husband and his death was
the catalyst for her dream of owning a home to come true. Sometimes it takes great patience and
perseverance for dreams to come true. Etc.

3. A new film based on Lorraine Hansberry’s A Raisin in the Sun is about to be released and you
have been asked to produce a trailer to promote it. Using your knowledge of the play, identify
4. Imagine you could meet the characters who appear in the play, A Raisin in the Sun. Name one
character you would particularly like to meet and explain why. What would you like to say to
him or her? Your response should demonstrate your knowledge of the text.
Robert reference to
Atkinson the text. Consideration
- Oatlands should be
College - 60050E given to the quality of the answer,- the
- robert.atkinson@oatlands.net 1 knowledge of the
Assessment.

D. A DOLL’S HOUSE – HENRIK IBSEN
1. (a) Explain what your impression of Nora was at the beginning of the play. (10)
Candidates should describe what impression they formed of Nora at the beginning of the play.
• Generous – she tips the porter generously for his help with her bags, buys presents for her family and
doesn’t buy herself anything.
• Sweet tooth – eating macaroons from her pocket.
• Caring – wants the maid to hide the Christmas tree so her children will enjoy the surprise/buying
everyone else gifts.
• Wealthy – she has a maid, lives in a nice home, comes back from shopping with lots of “parcels”.
• Playful – she hides the macaroons that she’s been eating and plays along with the way her husband
speaks to her, including the childish nicknames (“little sky lark/squirrel”) and scolding about money.
• Etc.
(b) In your opinion, was Kristine Linde’s influence, stopping Krogstad from taking his letter
back, a positive or a negative one for Nora? (10)
Candidates should explain why they think Kristine Linde’s influence, in preventing Krogstad from
getting his letter back, was a positive one or a negative one for Nora. Consideration should be given to
the quality of the explanation, the use of suitable reference to the text and the quality of all aspects of
the response with regard to the Criteria for Assessment.
Positive
• When she stops Krogstad from taking the letter he wrote to Torvald back, she ensures that Torvald
finds out about Nora’s secret.
• This leads to Nora understanding the true nature of her marriage and Torvald’s selfish feelings.
• Nora’s sense of herself is revealed and despite the harsh truth, the audience feels that she is better off
understanding her relationship.
• She is subsequently set free and the truth is out. Etc.
Negative
• When she stops Krogstad from taking the letter he wrote to Torvald back, she ensures that Torvald
finds out about Nora’s secret.
• This subsequently leads to the break-up of her marriage which Nora says only a “miracle of miracles”
would resolve. Etc.

the play Consideration should be given to the quality of the explanation and the quality of all aspects of
• When it is revealed that Nora forged a signature to obtain this money - this is a criminal offence, and it
is shocking for “doll-baby” Nora to do such a thing.
• When it’s revealed that Krogstad is the person Nora borrowed money from it adds tension to the play.
• When Nora attempts to persuade Torvald not to fire Krogstad it adds conflict which enhances the
reader’s enjoyment.
• Krogstad’s change of heart about the letter changes the audience’s opinion on both him and Mrs Linde,
adding a dramatic layer to their characterisation.
• The ending of the play is enjoyable as Nora reveals a strength of character which is unexpected,
especially given the portrayal of women at the time. Etc.

2. Explain what you learned about love and marriage from your study of Henrik Ibsen’s play A Doll’s
House. Make three points in your response. Your answer should demonstrate your knowledge of
the text.
Candidates should explain what they learned about love and marriage from their study of Henrik
Ibsen’s A Doll’s House. Candidates should make three points. Consideration should be given to the
• Marriage isn’t always motivated by love e.g. the marriages of Krogstad and Mrs Linde were based on
necessity, e.g. Mrs Linde married for financial gain.
• While Nora clings to romantic notions about love and marriage, Kristine has a more realistic perspective
on marriage – she married for money in order to help her struggling family, and does not experience
“even an ounce of grief” at her husband’s death. She acts as a foil for Nora.
• Even when marriage is based on love, gender roles within the relationship are expected to confirm with
societal expectations, e.g. Nora must be an obedient wife.
• Individuals in a relationship are expected to make sacrifices for the success of the marriage, e.g. Nora
must keep her secret so Torvald’s reputation remains intact.
• The ending again highlights the difference between Nora and Kristine – Nora decides that she must be
totally independent to be true to herself, while Kristine decides that she needs to care for the man she
truly loves in order to be fulfilled. Etc.

3. A new film based on Henrik Ibsen’s play, A Doll’s House, is about to be released and you have
been asked to produce a trailer to promote it. Using your knowledge of the play, identify
Robert Atkinson - Oatlands
response and College
the quality - 60050E
of all aspects of the- response
robert.atkinson@oatlands.net - 1for Assessment. Allow
with regard to the Criteria

4. Imagine you could meet the characters who appear in the play, A Doll’s House. Name one
their choice. Answers should be supported by reference to the text. Consideration should be given
to the quality of the answer, the knowledge of the text evident in the response and the quality of all
E. THE COVE – RON RASH
1.(a) Explain what your impression of Laurel was at the beginning of the novel. (10)
Candidates should state what impression they formed of Laurel at the beginning of the novel.
• Lonely – she had limited social interaction and yearned for company. She had lost both of her parents.
• A social outcast – the wider community shunned her because they believed she was cursed.
• Curious – she enjoyed exploring and sought answers to questions. Etc.
(b) In your opinion was Walter’s influence on Laurel a positive one or a negative one? (10)
Candidates should explain why they think that Walter’s influence on Laurel was a positive one or a
negative one. Consideration should be given to the quality of the explanation, the use of suitable
Assessment.
Positive
• Their relationship gave her an escape from her lonely existence.
• He brought excitement to her life that due to her birthmark, she had not experienced before.
• The sense of mystery around his character, and in particular his inability to speak, was a source of great
intrigue for her.
• She enjoyed listening to his music. Etc.
Negative
• His presence led to the death of Laurel and her brother Hank.
• Etc.

• When Laurel understands the source of Walter’s medal it excites the reader.
• The moment when Laurel’s feelings are reciprocated by Walter adds energy to the story.
• When Walter’s plan to leave on the train is scuppered the reader is happy for Laurel.
• When the mob descends on the cove it adds tension to the story.
• Etc.
2. Explain what you learned about family from your study of Ron Rash’s novel, The Cove. Make
three points in your response. Your answer should demonstrate your knowledge of the text.
Candidates should explain what they learned about family from their study of Ron Rash’s novel The
Cove. Candidates should make three points. Consideration should be given to the knowledge of the
text evident in the answer and the quality of all aspects of the response with regard to the Criteria for
Assessment.
3. A new film based on Ron Rash’s novel, The Cove, is about to be released and you have been asked
to produce a trailer to promote it. Using your knowledge of the novel, identify three moments
from the story that you think should be included as clips in the trailer. Explain why you decided
to include this particular material. Your response should demonstrate your knowledge of the
text.
4. Imagine you could meet the characters who appear in the novel, The Cove. Name one character
you would particularly like to meet and explain why. What would you like to say to him or her?
Your response should demonstrate your knowledge of the text.
Assessment.
Discrete-Criteria
Robert Atkinson Oatlandsex 30
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F. MACBETH – WILLIAM SHAKESPEARE
1. (a) Explain what your impression of Macbeth was at the beginning of the play. (10)
Candidates should state what impression they formed of Macbeth at the beginning of the play.
• Valiant and patriotic – he successfully defended his country from attack.
• Violent – he “unseamed” a man “from the nave to the chaps”.
• A great leader. His men admire him and he led by example.
• Ambitious – he wanted to be a strong “noble” leader.
• Etc.
(b) In your opinion, was Lady Macbeth’s influence on Macbeth a positive one, or a negative
one? (10)
Candidates should explain why they think Lady Macbeth’s influence on Macbeth was a positive one
or a negative one. Consideration should be given to the quality of the explanation, the use of suitable
Assessment.
Positive
• She encouraged and supported her husband initially in seeing his full potential.
• Macbeth initially enjoyed his success and promotion. Etc.
Negative
• She makes Macbeth question his masculinity when he doesn’t want to murder Duncan on moral
grounds.
• She encourages him to be deceptive: “Look like the innocent flower, but be the serpent under it”.
• Together, their roles in committing regicide initiated a series of events leading to numerous deaths:
Banquo, Lady Macduff, her children and eventually even the death of both Macbeth and Lady Macbeth.
• Their relationship dramatically deteriorated after she encouraged him to murder Duncan. He became
so paranoid that she went from his “dearest chuck” to needing an appointment to see her husband.
• Etc.
the text. Consideration should be given to the quality of the explanation and the quality of all aspects
of the response with regard to the Criteria for Assessment. Candidates are free to choose any moment
or incident. The list below is suggestive but not a limited list. Allow for a broad interpretation of
‘enjoyment’.

• The scene with the witches was supernatural and effective in creating an intriguing atmosphere.
• The banqueting scene highlighted the disorder of the kingdom and how Macbeth and Lady Macbeth
were losing control.
• Lady Macbeth’s sleepwalking added an eerie element to the play. Some readers may feel that she
deserved the psychological torment from the manifestation of her guilt.
• The reader enjoyed the dramatic irony of watching Macbeth fighting and mocking all who dare to face
him as “none of woman born shall harm Macbeth”. Etc.

2. Explain what you learned about power from your study of Shakespeare’s play, Macbeth. Make
three points in your response. Your answer should demonstrate your knowledge of the text.
Candidates should explain what they learned about power from their study of Shakespeare’s play
Macbeth. Candidates should make three points. Consideration should be given to the knowledge of the
text evident in the answer and the quality of all aspects of the response with regard to the Criteria for
Assessment.
• Power is temporary. Duncan lost his power when Macbeth gained his. Macbeth lived in fear of losing it.
• Sometimes violence is used to gain or maintain power, e.g. Macbeth kills Duncan to gain power.
• Power is a reward for violence in the play, e.g. Macbeth is awarded the title Thane of Cawdor for the
violence he committed on the battlefield.
• Having power makes you a target for those who want your power, e.g. Macbeth becomes paranoid in
his attempts to keep his power.
3. A new film based on William Shakespeare’s Macbeth is about to be released and you have
been asked to produce a trailer to promote it. Using your knowledge of the play, identify
4. Imagine you could meet the characters who appear in the play, Macbeth. Name one character
you would particularly like to meet and explain why. What would you like to say to him or her?
Your response should demonstrate your knowledge of the text.
Robert Assessment.
Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

G. FRANKENSTEIN – MARY SHELLEY
1. (a) Explain what your impression of Victor was at the beginning of the novel. (10)
Candidates should state what impression they formed of Victor at the beginning of the novel.
• Possesses “soaring ambition” to leave his mark on history.
• Well educated – fascinated with “natural philosophy “and reads widely among the thinkers in this field
who want to penetrate the “citadel of nature”. After observing lightning strike a tree he decides to focus
on facts and maths.
• His loss of innocence begins with his mother’s death and continues with his quest for knowledge at the
University of Ingolstadt.
• He’s egotistical, believing that in discovering the secret to creating life that he has the power to create a
race of beings. He seeks glory in this and is quite foolish. Etc.
(b) In your opinion, was Henry Clerval’s influence on Victor a positive one or a negative one?
(10)
Candidates should explain why they think Henry Clerval’s influence on Victor was a positive one or
Assessment.
Positive
• He is loyal to Victor, even placing his own education and ambitions on hold while he puts his friend’s
needs and wishes first – “could aught ill entrench on the noble spirit of Clerval?”.
• Clerval serves as Victor’s guiding light throughout Frankenstein, selflessly helping Victor but never
prodding him to reveal his secrets.
• Despite the fact that Victor never tells Henry what he has been doing or what he plans to do, Henry
remains a true friend throughout Victor’s trials.
• Henry cares deeply for his friend – he encourages Victor to take delight in the simpler and rewarding
aspects of life, such as the beauty of nature and the innocence of children.
• Clerval’s optimism also stands in contrast to Victor’s gloominess and acts as a role model in optimistic
behaviour.
Negative
• If he had stopped Victor in time, the entire tragedy would never have happened. He was reluctant to
cross privacy boundaries which reduced his ability to positively influence his friend. Etc.
Robert the response
Atkinson with regard
- Oatlands to the Criteria
College - 60050E for Assessment. Candidates are free to choose
- robert.atkinson@oatlands.net -1 any moment or

• When, after months of work, Victor completes his creation and is horrified by its awful appearance he
surprises the reader as he would have been expected to be proud of his creation.
• Victor does not reveal that he knows who William’s real killer is, and allows an innocent servant, Justine,
to be executed for the crime, fearing that he will be found insane if he says that the monster is the true
killer. Adds a dramatic element to the story and shocks the reader.
• Victor agrees to make the monster a female companion. While his willingness surprises the reader,
there is also some empathy for the monster who is lonely, and just seeks compassion.
• Victor destroys the companion before finishing the project – having promised the monster that he
would have a mate, Victor reneges on his promise. This is shocking behaviour, and it is arguably the
catalyst for the tragedies that follow, as the monster is suffering from lack of love/loneliness.
• Victor’s obsession with revenge is surprising as he chases the monster all over the world. This goes
against his logical persona as he succumbs to emotional motivation. Etc.
2. Explain what you learned about revenge from your study of Mary Shelley’s novel, Frankenstein.
Make three points in your response. Your answer should demonstrate your knowledge of the text.
Candidates should explain what they learned about family from their study of Mary Shelley’s
Frankenstein. Candidates should make three points. Consideration should be given to the knowledge of
the text evident in the answer and the quality of all aspects of the response with regard to the Criteria
for Assessment.
• People aren’t born vengeful. The monster begins its life with a warm, open heart. But after it is
abandoned and mistreated first by Victor and then by the De Lacey family, the monster turns to revenge.
• As the monster says when Felix attacks it and flees with the rest of the De Lacey family, “...feelings of
revenge and hatred filled my bosom...[and] I bent my mind towards injury and death”.
• In seeking revenge the monster eliminates its hopes of being accepted in human society. It’s become a
monster in actions as well as looks.
• Revenge begets revenge and becomes cyclical. After the monster murders Victor’s relatives, Victor vows
a “great and signal revenge on [the monster’s] cursed head”. Etc.
3. A new film based on Mary Shelley’s novel, Frankenstein, is about to be released and you have
been asked to produce a trailer to promote it. Using your knowledge of the novel, identify
4. Imagine you could meet the characters who appear in the novel, Frankenstein. Name one
Assessment.

H. THE LAURAS – SARA TAYLOR
1. (a) Explain what your impression of Ma was at the beginning of the novel. (10)
Candidates should state what impression they formed of Ma at the beginning of the novel.
• Ma effectively “kidnaps” Alex and brings Alex on a year-long road trip without telling him/her where
they are going for most of it. Being kept in the dark in this way was distressing for Alex.
• Ma appears impulsive and rash yet later we learn that she had a backpack prepared for years for this
exact moment.
• Ma is quite open minded. She trusts Alex to keep up with his/her education even though she instigated
the initial removal from Alex’s home life. At their first stop she doesn’t even enrol Alex in school.
• Etc.
(b) In your opinion, was Ma’s decision to take Alex on the road trip a positive or a negative
decision for Alex? (10)
Candidates should explain why they think Ma’s decision to take Alex on the road trip was a positive or
negative decision for Alex. Consideration should be given to the quality of the explanation, the use of
suitable reference to the text and the quality of all aspects of the response with regard to the Criteria
for Assessment.
Positive
• Alex and his/her Ma bond in a way that would never have happened. Alex learns about his/her Ma
as a person, understanding her past in parallel with her present (the road trip experiences). Their
relationship is more symbiotic than most parent-child relationships.
• The happy ending that was in store for Alex’s mother with Laura inspires Alex to keep travelling and
searching for Alex’s own sense of self as an adult: “I had my mother’s restlessness”.
• Alex learns valuable lessons and gains deeper insights from those experiences. Most importantly, Alex
learns to trust and rely on yourself.
Negative
• The road trip compounds Alex’s loneliness as he/she struggles to form meaningful relationships in his/
her home environment. E.g. when Alex meets surfers on the beach, Alex forms a connection with them,
but Ma tells Alex they’re moving on, and Alex is forced to leave without even getting to say goodbye to
them.
• Alex misses his/her father and tries to maintain communication even while on the road trip. Their
separation happened because of Ma’s decision to go on the road trip with Alex rather than leave Alex
behind.
• Due to the need to keep the communication with his/her father from Ma, Alex is put in precarious
situations including the assault by the old man.
• Etc.

• The opening of the novel is quite intriguing when Alex is dragged out of bed by Ma and put into the
car; “her voice was urgent, hard-edged, and I guessed in that moment that something was really wrong”. This
piques the reader’s interest immediately.
• The characters are developed in a series of exciting moments, e.g. when Ma “breaks in” to her former
foster home in Georgia with her teenage daughter in tow. She proceeds to set fire to the house; Ma
also seeks revenge on Fletcher and dies using physical violence. So much is revealed to the reader in
these moments.
• The book openly illustrates sexual awakening in a frank and honest manner. Some readers may enjoy
this frank approach to these topics such as Alex’s discovery of arousal.
• When a woman challenges Alex, and declares that everyone has a gender, Ma’s response is definitive.
“Well, Alex doesn’t … And there is nothing wrong with that. And that is the end of this conversation”. Etc.
2. Explain what you learned about human nature from your study of Sara Taylor’s novel, The
Lauras. Make three points in your response. Your answer should demonstrate your knowledge
of the text.
Candidates should explain what they learned about human nature from their study of Sara Taylor’s
novel, The Lauras. Candidates should make three points. Consideration should be given to the
• Alex grows into an independent individual by making connections with a broad spectrum of people and
experiencing adventures for her/himself. So this novel is a thrilling road trip story about a mother and
her child on the run.
• It says something deeply compelling about how we form fictitious and factual tales about our lives,
challenges conventional notions about identity and how we define the concept of home.
• At an early point in Taylor’s novel Alex wants to know from his/her mother ““When are we going home?” I
asked. “What is home?” she asked back... “That’s a time, not a place. And time only goes one way.”
• It becomes apparent that the connection that Alex and her/his mother share is the most important
nurturing aspect of her/his life rather than the place they happen to be living in. Their relationship is
more symbiotic than the typical parent-child relationship.
• The issue of whether Alex is male or female becomes most crucial when she/he enters high school
where gender lines are more firmly drawn and Alex’s peers take a brutal bullying attitude when wanting
to know the truth about what’s between Alex’s legs. They refer to Alex as “it”. The way they need to
define Alex as a girl or boy says something significant about both their attitudes and our culture’s
attitudes towards gender and identity.
• The bullying incidents Alex faces at school force her/him to grow up much quicker than he/she should
have. This combined with the amount of time Alex’s mother spent working compounded Alex’s
loneliness and desire for human connection.
• “They were assholes for thinking that it was any of their business in the first place, and why did it matter
whether I was evolving into man, woman, or an entirely different species? Knowing someone’s sex didn’t tell
Robert you anything.
Atkinson About thatCollege
- Oatlands person, anyway.
- 60050EI suppose the need to know, how knowing changes
- robert.atkinson@oatlands.net -1 the way you
behave toward them, the assumption you make about who they are and how they live, tells an awful lot
about you”.
• No matter how horrid their living conditions were, Alex managed to find a place of retreat whether it

was the beach, the mountains, or anything in between.
• Deep and meaningful connections with other people don’t come easily to everyone. That can be a
result of various circumstances including personality, judgments or lifestyle choice. Ma’s nomadic
lifestyle made it more difficult for Alex to form deep connections.
• Some people are always going to take advantage of a situation. The old man who gives Alex a lift is
cruel in taking advantage of the situation Alex finds him/herself in: “there is no such thing as a free ride”.
• Etc.
3. A new film based on Sara Taylor’s novel, The Lauras, is about to be released and you have
been asked to produce a trailer* to promote it. Using your knowledge of the novel, identify
Candidates should identify three moments from the text that they think should be included as
clips to promote a new trailer based on the text. Answers should justified by reference to the text.
4. Imagine you could meet the characters who appear in the novel, The Lauras. Name one
Assessment.

I. THE PICTURE OF DORIAN GRAY – OSCAR WILDE
1. (a) Explain what your impression of Dorian was at the beginning of the novel. (10)
Candidates should state what impression they formed of Dorian at the beginning of the novel.
• Young, pure and beautiful. There is much emphasis placed on describing how Basil was completely
drawn to Dorian from the minute he saw him. The emphasis is on Dorian’s beauty, not his personality.
• Basil describes how Dorian has become “absolutely necessary” to him, elevating Dorian in the readers’
minds to a person of greatness.
• Dorian is susceptible to the charms of Henry and his philosophy that one day soon, a hedonistic
revolution will take place. The only thing stopping it is man’s fear of his own desires. Dorian is excited
by these ideas.
• Dorian appeared happy, playful and enjoyed playing the piano before he came under Lord Henry’s spells.
• Etc.
(b) In your opinion was Lord Henry’s influence on Dorian a positive one or a negative one?
(10)
Candidates should explain why they think Lord Henry’s influence on Dorian was a positive one or
Assessment.
Positive
• Lord Henry does genuinely care about Dorian and thinks he is guiding him in the right manner. Lord
Henry’s beliefs just contradict what is actually best for Dorian. In his eyes, friendship is less about
loyalty than it is about enjoying oneself so once both men are enjoying themselves, then the influence
is “positive”.
Negative
• Drives Dorian to an immoral life, placing high value on youth, beauty and a hedonistic lifestyle while
ignoring the struggles of others.
• “People like you – the wilful sunbeams of life – don’t commit crimes, Dorian”. This metaphor is significant
in assessing the power and influence that Lord Henry holds over Dorian, being able to convince him to
say and do anything.
• “Talking to him was like playing upon an exquisite violin. He answered to every touch and thrill of the bow….
There was something terribly enthralling in the exercise of influence. No other activity was like it”.
• Following Lord Henry’s advice and influenced by the “yellow book” that Lord Henry gives him, Dorian
gradually allows himself to fall deep into a life of sin, all in the name of pursuing pleasure – which,
according to Lord Henry, is the highest good. Etc.


• When Dorian falls out of love with Sibyl and cruelly breaks her heart it shocks the reader. The reader
understands his selfishness at another level as he simply stops loving her when her talent as an actress
dries up, despite the depth of her love for him.
• His detached reaction to her suicide further angers the reader adding to the enjoyment of the plot.
• The dramatic moment when Dorian murders his former best friend, who was so loyal to him further
engages the reader with the character of Dorian.
• When Dorian slashes his own portrait he inadvertently commits suicide. For some readers there is a
sense of poetic justice after his self-involved behaviour throughout the novel. Etc.
2. Explain what you learned about justice from your study of Oscar Wilde’s novel, The Picture
of Dorian Gray. Make three points in your response. Your answer should demonstrate your
Candidates should explain what they learned about justice from their study of Oscar Wilde’s The Picture
of Dorian Gray. Candidates should make three points. Consideration should be given to the knowledge
of the text evident in the answer and the quality of all aspects of the response with regard to the
Criteria for Assessment.
• Dorian Gray avoids justice because of his beauty – people cannot believe that someone as beautiful as
he is can commit atrocities.
• Sibyl’s death is a direct result of Dorian’s cruelty towards her. Because her death is ruled a suicide,
there will be no inquest. He can also not be implicated in her death as her family does not know his
name. Dorian will not face justice for his role in her death. He even convinces himself that Sibyl is the
guilty one for putting him through embarrassment in front of his friends.
• Dorian’s attitude to Basil’s death is similar to his attitude towards Sibyl. He finds a way to blame Basil in
his own mind, in an effort to avoid his conscience. The portrait’s slow degradation continues unchecked
but Dorian avoids typical justice being served.
• Dorian escapes James Vane’s attack in pursuit of justice for his sister’s death. When Vane is killed later,
he avoids justice being served for his immoral behaviour and role in Sibyl’s death.
• The continued degradation of the portrait is indicative of Dorian being unable to escape his conscience
as it truly reflects his soul. His attempt to escape his conscience in stabbing the portrait inadvertently
causes his death which many readers would see as justice finally being served. Though it came too late
for some of the other characters who were affected by Dorian’s immoral behaviour. Etc.

3. A new film based on Oscar Wilde’s novel, The Picture of Dorian Gray, is about to be released and
you have been asked to produce a trailer to promote it. Using your knowledge of the novel,
identify three moments from the story that you think should be included as clips in the trailer.
Explain why you decided to include this particular material. Your response should demonstrate
your knowledge of the text.
Candidates should identify three moments from the text that they think should be included as
clips to promote a new trailer based on the text. Answers should justified by reference to the text.
4. Imagine you could meet the characters who appear in the novel, The Picture of Dorian Gray.
Name one character you would particularly like to meet and explain why. What would you like
to say to him or her? Your response should demonstrate your knowledge of the text.
Assessment.

SECTION II – THE COMPARATIVE STUDY (70 marks)
Candidates must answer ONE question from either A – Relationships or B – Social Setting or C – Hero,
Heroine or Villian.
In your answer you may not use the text you have answered on in SECTION I – The Single Text.
N.B. The questions use the word text to refer to all the different kinds of texts available for study on this
course, i.e. novel, play, short story, autobiography, biography, travel writing, and film. The questions use the
word reader to include viewers of films and theatre audiences.
List of texts prescribed for comparative study, for examination in the year 2023
ADICHIE, Chimamanda Ngozi Purple Hibiscus
ATWOOD, Margaret The Handmaid’s Tale
BARRY, Sebastian Days Without End Wuthering Heights
BRONTË, Emily The Big Sleep
CHANDLER, Raymond All the Light We Cannot See
DOERR, Anthony
DU MAURIER, Daphne Rebecca

DONOGHUE, Emma Room
ELIOT, George Silas Marner
GREGORY, Tom A Boy in the Water
ISHIGURO, Kazuo Never Let Me Go
O’CONNOR, Joseph Star of the Sea
O’CONNOR, Nuala Miss Emily
OWENS, Delia Where the Crawdads Sing
RASH, Ron The Cove
SHELLEY, Mary Frankenstein
TAYLOR, Sara The Lauras
WALLACE, Jason Out of Shadows
WESTOVER, Tara Educated
WILDE, Oscar The Picture of Dorian Gray (1891 version)
Drama
BUTTERWORTH, Jez The Ferryman
FRIEL, Brian Philadelphia Here I Come
HANSBERRY, Lorraine A Raisin in the Sun
IBSEN, Henrik A Doll’s House
RAINE, Nina Tribes
SAMUELS, Diane Kindertransport
SHAKESPEARE, William Macbeth
SHAKESPEARE, William Othello
SOPHOCLES Oedipus the King
Film
BREATHNACH, Paddy Rosie
CURTIZ, Michael Casablanca
ERGUVEN, Deniz Gamze Mustang
GERWIG, Debra Ladybird
Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net -1
GRANIK, Debra Winter’s Bone
KAPADIA, Asif Diego Maradona
LANDIS, John Trading Places
McQUEEN, Steve Hunger

A. THEME
1. (a) (i) Identify a theme that you have studied and write about an aspect of the theme
that you found either disturbing or reassuring in one text on your comparative course.
Support your answer by reference to the text. (15)
Candidates should identify a theme they have studied as part of their comparative studies. They
should use one or more key moments to explain what aspect of the theme that they found particularly
disturbing or reassuring in one text on the comparative course. Answers should be supported by
reference to the text. Consideration should be given to the quality of all aspects of the response with
(ii) With reference to the same theme that you wrote about in part (i) of this question, write
about an aspect of this theme that you found either disturbing or reassuring in another
text on your comparative course. You may refer to the same or a different aspect of the
theme as you discussed in part (i). Support your answer with detailed reference to the
text. (15)
With reference to a different comparative text to that discussed in part (i) of this question, candidates
should identify an aspect of the (same) theme that they found either disturbing or reassuring in
another text on their comparative course. Answers should be supported by reference to the text.
Consideration should be given to the quality of all aspects of the response with regard to the Criteria
for Assessment.
(b) “Our understanding of a theme is often enhanced by how it impacts the characters in the text.”
Identify one character from each of at least two comparative texts and compare the ways in
which your understanding of the same theme was enhanced by how it impacts the characters.
Support your answer with reference to your chosen texts. (40)
Candidates should identify a character from each of at least two comparative texts and compare the
ways in which your understanding of the same theme was enhanced by how it impacts the characters.
Answers should be supported with reference to at least two comparative texts.
The emphasis is on identifying similarities or differences. This requires the candidate to make
comparison(s) throughout the response. Consideration should be given to the quality of all aspects of
N.B. Use code ‘C’ on the left-hand margin to indicate where relevant similarities and/or
differences are given.

2. (a) (i) Select a theme in one of the three texts on your comparative course and explain how
one significant event in the text happened in an unexpected way. Support your answer
with reference to the text. (15)
Candidates should identify a theme in a text they have studied as part of their comparative studies.
They should identify a significant event and explain how it happened in an unexpected way. Answers
should be supported by reference to the text. Consideration should be given to the quality of all
(ii) In the case of at least one other text on your comparative course, explain how one
significant event in the text(s) relating to the same theme you wrote about in (i) above
happened in an unexpected way. Support your answer with reference to the text(s). (15)
With reference to at least one other text than that discussed in part (i) of this question, candidates
identify a significant event relating to the same theme as. (a) (i) and explain how it happened in an
unexpected way. Consideration should be given to the quality of all aspects of the response with regard
(b) “Our understanding of a theme is often enhanced by how it impacts the characters in the text.”
Identify one character from each of at least two comparative texts and compare the ways in
which your understanding of the same theme was enhanced by how it impacts the characters.
Support your answer with reference to your chosen texts. (40)
ways in which your understanding of the same theme was enhanced by how it impacts the characters.

B. RELATIONSHIPS
1. (a) (i) Identify a successful relationship in one of the texts on your comparative course, and
describe why you think it is a successful relationship. Use one or more key moments from
the text to support your answer. (15)
Candidates should identify a successful relationship in one of the texts that they have studied as part of
their comparative studies. Candidates should explain why they thought it was a successful relationship.
Answers should be supported by reference to the text. Consideration should be given to the quality of
all aspects of the response with regard to the Criteria for Assessment.
(ii) Identify a successful relationship from at least one other text on your comparative course,
and describe why you think it is a successful relationship. Use one or more key moments
from the text to support your answer. (15)
With reference at least one other text on their comparative course, candidates should identify a
successful relationship in at least one other text on the comparative course and describe why they
think it’s successful. Answers should be supported by reference to the text. Consideration should be
given to the quality of all aspects of the response with regard to the Criteria for Assessment.
(b) What similarities or differences did you notice in the relationships you discussed in part (a)
(i) and (ii) above? Explain your answer with detailed reference to the texts on your course.
(40)
Candidates should compare the similarities or differences in the relationships discussed in part (a).
OR
“Relationships can sometimes be inspiring”.
(i) Identify a relationship in one of the three texts on your comparative course, and describe
what makes the relationship inspiring or uninspiring. Use one or more key moments from
the text to support your answer. (15)
Candidates should name one comparative text that they have studied and identify a key relationship in
it that they thought was either inspiring or uninspiring. Candidates should explain using a key moment
why they thought it was either inspiring or uninspiring. Answers should be supported by reference to
the text. Consideration should be given to the quality of all aspects of the response with regard to the

(ii) Identify a relationship from at least one other text on your comparative course, and
describe why you think it is an inspiring or uninspiring relationship. Use one or more key
moments from the text to support your answer. (15)
Candidates should name another comparative text that they have studied and identify a key moment
in it which shows how a relationship was either inspiring or uninspiring. Candidates should explain why
they think the relationship is either inspiring or uninspiring. Answers should be supported by reference
to the text. Consideration should be given to the quality of all aspects of the response with regard to
What similarities or differences did you notice in the relationships you discussed in part (a) (i)
and (ii) above? Explain your answer with detailed reference to the texts on your course. (40)
Candidates should compare the similarities or differences that they noticed in the relationships in part (a)
above. Answers should be supported with reference to at least two comparative texts.

C. HERO, HEROINE OR VILLAIN
1. (a) (i) Give the title of one of the three comparative texts you have studied and identify a hero,
heroine or villain in it. Select an aspect of this character’s personality that you most
admire or most dislike. Referring to the text, explain your reasons why. (15)
Candidates should identify a hero, heroine or villain in one of the texts that they have studied as part
of their comparative studies. Candidates should select an aspect of this character’s personality that
they most admire or most dislike. Answers should be supported by reference to the text. Consideration
(ii) Name another comparative text that you have studied and identify a hero, heroine or
villain in it. Select an aspect of this character’s personality that you most admire or most
dislike. Referring to the text, explain your reasons why. (15)
Candidates should identify a hero, heroine or villain in another of the texts that they have studied as
part of their comparative studies. Candidates should select an aspect of this character’s personality that
they most admire or most dislike. Answers should be supported by reference to the text. Consideration
(b) Identify a hero, heroine or villain from each of at least two texts on your comparative
course. Compare the extent to which these characters were trusted by other characters in
your chosen texts. Support your answer with reference to your chosen texts. (40)
ways in which these characters were trusted by other characters in your chosen texts. Answers should
be supported with reference to at least two comparative texts.
N.B. Use code “C” on the left-hand margin to indicate where relevant similarities and/or

2. (i) Give the title of one of your three comparative texts and identify a hero, heroine or
villain in it. Describe a key moment which reveals an important aspect of this character’s
personality and explain what you learned about your chosen character from this moment.
(15)
Candidates should identify a hero, heroine or villain in one of the texts that they have studied as part
of their comparative studies. Candidates should select a key moment which reveals an aspect of this
character’s personality. Answers should be supported by reference to the text. Consideration should be
given to the quality of all aspects of the response with regard to the Criteria for Assessment.
(ii) Name another text that you have studied on your comparative course and identify a hero,
heroine or villain in it. Describe a key moment from this text which reveals an important
aspect of this character and explain what you learn about your chosen character in this
moment. (15)
Candidates should identify a hero, heroine or villain in another of the texts that they have studied as
part of their comparative studies. Candidates should select a key moment which reveals an aspect
of this character’s personality. Answers should be supported by reference to the text. Consideration
(b) Identify a hero, heroine or villain from each of at least two texts on your comparative
course. Compare the extent to which these characters were trusted by other characters in
your chosen texts. Support your answer with reference to your chosen texts. (40)
ways in which these characters were trusted by other characters in your chosen texts. Answers should
be supported with reference to at least two comparative texts.

SECTION III – POETRY (70 marks)
General
“Students should be able to...read poetry conscious of its specific mode of using language as an artistic
medium.” (DES English Syllabus, 4.5.1)
Note that responding to the unseen poem is an exercise in aesthetic reading. It is especially important, in
assessing the responses of the candidates, to guard against the temptation to assume a ‘correct’ reading of
the poem. Reward the candidates’ awareness of the patterned nature of the language of poetry, its imagery,
its sensuous qualities, its suggestiveness etc.
Candidates must answer the questions on the Unseen Poem and the questions on one of the Prescribed
Poems – A, B, C, D, E, F.
UNSEEN POEM (20 marks)
Read the following poem and the questions that follow at least twice before writing your answers.
In this poem, the poet, Rupi, values a woman’s characteristics.
1. What is your impression of the poet? Explain your answer with reference to the poem. (10)
Candidates should outline their impression of the poet based on their reading of the text. Answers
should be supported by reference to the poem. Consideration should be given to the quality of all
• Sincere friend. She wants to see the good in her friends and wants to bolster women.
• She is not superficial. Clearly values people for their worth, not their appearance.
• Reflective – she thinks back on her experiences and wants to be better.
• Etc.
2. Did you enjoy the above poem? Give reasons for your response, supported by reference to the
poem. (10)
Candidates should explain why they enjoyed or did not enjoy the poem. Answers should be supported
with reference to the poem. Consideration should be given to the quality of all aspects of the response
with regard to the Criteria for Assessment.
Language was simple; Images were memorable and easy to relate to; use of techniques such as
metaphor; the theme of the poem was relatable; offers an interesting view of a universal idea – self-
worth; topical with how beauty standards have changed and people have become more superficial; etc.

PRESCRIBED POETRY (50 marks)
Combined Criteria ex 20 P + C = 12 L+M=8
Candidates must answer on ONE of the following poems: (A-F)

A I FELT A FUNERAL, IN MY BRAIN
1. (a) Identify an image in this poem that made an impact on you. Give two reasons why the
image had an impact on you. (15)
Candidates should identify an image from the poem that had an impact on them by describing the
image. Candidates should then give two reasons why that image had an impact on them. Answers
should be supported by reference to the poem, directly or otherwise. Consideration should be given to
the quality of the explanation and the quality of all aspects of the response with regard to the Criteria
for Assessment.
Indicative Material: disturbing images of mourners ‘treading”; tactile imagery in the poem; grief is a
universal emotion; death is something that many try to understand; ending suggests continuity with
the hyphen; etc.
(b) Do you think this is a suitable title for the poem? Explain your answer with reference to
the poem. (15)
Candidates should explain why, in their opinion, this is a suitable title for the poem, making reference
to the poem in their answer. Consideration should be given to the quality of the explanation, the apt
use of reference and the quality of all aspects of the response with regard to Criteria for Assessment.
Indicative Material: Candidates may or may not find the title suitable for the poem based on how they
view the disturbing concept or interpret the poem itself”; the images in the poem may not evoke the
idea of a death/mental breakdown etc; the poem might be considered too challenging; etc.
2. Answer ONE of the following: [Each part carries 20 marks]
(i) Do you find this poem easy or difficult to understand? Explain your response, supporting
your answer with reference to both the language and the content of the poem.
Candidates should explain whether they found the poem easy or difficult to understand with reference
to the poem. Reference may be implicit or explicit. Consideration should be given to the quality of
the explanation, the apt use of reference and the quality of all aspects of the response with regard to
Indicative Material: language used; concept described; imagery created; etc.
OR
(ii) Imagine you have been asked to give a performance of this poem for your classmates.
Describe how you would perform the poem in a way that would bring the poem to life. In
your answer you may wish to consider some of the following: costumes, props, music, visuals,
lighting, sound or special effects. You must refer to the poem to explain your answer.
Candidates- describe
Robert Atkinson Oatlands how they would
College perform
- 60050E the poem in a way that would bring
- robert.atkinson@oatlands.net - 1the poem to life. All
responses will be rooted in the text; commentary will include appropriate supportive references and
deductions/inferences, etc. Candidates should demonstrate an understanding of their chosen elements
used to bring the poem to life. Consideration should be given to the quality of the answer, the apt use
of reference and the quality of all aspects of the response with regard to Criteria for Assessment.

OR
(iii) You have been asked to write an article about the above poem for the poetry section of
your local newspaper. In your article you should explain what the poem is about and share your
personal response to it with your readers. Your article should include reference to the poem.
Candidates should write the text of an article that they would submit. Candidates must explain what
the poem is about and share their personal response to it using textual references. Consideration
should be given to the quality of the answer, the apt use of reference and the quality of all aspects of
the response with regard to Criteria for Assessment.
B A CHRISTMAS CHILDHOOD
1. (a) Identify an image in the above poem that had an impact on you. Give two reasons why it
had an impact on you. (15)
for Assessment.
Indicative Material: the natural environment; the lovely sounds evoked; beautiful colours; use of
dialogue; etc.
the poem. (15)
Indicative Material: Candidates may or may not find the title suitable for the poem based on how
Kavanagh evokes Christmas ; etc.

OR
your answer you may wish to consider some of the following: costumes, props, music, visuals,
Robert lighting, sound
Atkinson or special
- Oatlands effects.
College You must
- 60050E refer to the poem to explain your
- robert.atkinson@oatlands.net - 1answer.
Candidates describe how they would perform the poem in a way that would bring the poem to life. All

deductions/inferences etc. Candidates should demonstrate an understanding of their chosen elements
OR
Candidates should write the text of the article in the poetry section of their local newspaper that they
would submit, explaining what the poem is about and sharing their personal response to it. Candidates
must explain their choices using textual references. Consideration should be given to the quality of the
answer, the apt use of reference and the quality of all aspects of the response with regard to Criteria
for Assessment.
C FOR OUR MOTHERS
1. (a) Identify an image in the above poem that had an impact on you. Give two reasons why this
for Assessment.
Indicative Material: offering a different way of viewing something; use of dialogue for effective
character; metaphor used; use of repetition; etc.
the poem. (15)
Indicative Material: Candidates may or may not find the title suitable for the poem; use of repetition;
the central role of the mothers in the poem; clever use of dialogue; tone employed throughout; etc.

OR
(ii) Imagine you have been asked to give a performance of this poem for your classmates. Describe
how you would College
perform - 60050E
the poem - robert.atkinson@oatlands.net
in a way - 1 In your answer
that would bring the poem to life.
you may wish to consider some of the following: costumes, props, music, visuals, lighting, sound
or special effects. You must refer to the poem to explain your answer.

Candidates describe how they would perform the poem in a way that would bring the poem to life. All
deductions/inferences etc. Candidates should demonstrate an understanding of their chosen elements
OR
Candidates should write the text of an article about the above poem for the poetry section of the local
newspaper. The article should explain what the poem is about and share their personal response to it
with the readers. Candidates must explain their choices using textual references. Consideration should
be given to the quality of the answer, the apt use of reference and the quality of all aspects of the
response with regard to Criteria for Assessment.
D MY FATHER’S KITES
1. (a) Identify an image in the above poem that had an impact on you. Give two reasons why this
image had an impact on you. Support your answer with reference to the poem. (15)
for Assessment.
Indicative Material: imagery created; the relationship evoked in the poem between father and child;
sense of nostalgia evoked in certain images; unpredictability of imagery; etc.
the poem. (15)
Joseph evokes the connection between father and child; the centrality of the kites; etc.

OR
Robert your answer
Atkinson you may College
- Oatlands wish to consider
- 60050Esome of the following: costumes, props,
- robert.atkinson@oatlands.net - 1 music, visuals,
lighting, sound or special effects. You must refer to the poem to explain your answer.

Candidates should describe how they would perform the poem in a way that would bring the poem to
life. All responses will be rooted in the text; commentary will include appropriate supportive references
and deductions/inferences etc. Candidates should demonstrate an understanding of their chosen
elements used to bring the poem to life. Consideration should be given to the quality of the answer,
the apt use of reference and the quality of all aspects of the response with regard to Criteria for
Assessment.
OR
Candidates should write the text of an article they would have submitted for the poetry section of the
local newspaper. The article should explain what the poem is about and share their personal response
to it. Candidates must explain their choices using textual references. Consideration should be given to
the quality of the answer, the apt use of reference and the quality of all aspects of the response with
regard to Criteria for Assessment.
E AUNT JENNIFER’S TIGERS
1. (a) Identify an image in this poem that made an impact on you. Give two reasons why this
for Assessment.
Indicative Material: imagery created; the relationship evoked in the poem of power /powerlessness;
characterisation of Aunt Jennifer; evocative animal imagery; etc.
the poem. (15)
Indicative Material: Candidates may or may not find the title suitable for the poem based on how they
view the characterisation of Aunt Jennifer; the images in the poem may not evoke the idea of a power/
powerlessness in the poem; the poem and its use of tiger imagery might be considered too challenging;
etc.
Robert to the poem.
Atkinson ReferenceCollege
- Oatlands may be implicit or explicit.
- 60050E Consideration should be given
- robert.atkinson@oatlands.net - 1to the quality of

OR
Describe how you would perform the poem in a way that would bring the poem to life.
In your answer you may wish to consider some of the following: costumes, props, music,
visuals, lighting, sound or special effects. You must refer to the poem to explain your
answer.
Candidates describe how they would perform the poem in a way that would bring the poem to life.
All responses will be rooted in the text; commentary will include appropriate supportive references
and deductions / inferences etc. Candidates should demonstrate an understanding of their chosen
Assessment.
OR
(iii) You have been asked to write an article about the above poem for the poetry section of your
local newspaper. In your article you should explain what the poem is about and share your
Candidates write the text of an article they would have written for the poetry section of the local
newspaper. The article should explain what the poem is about and share their personal response to it.
Candidates must explain their choices using textual references. Consideration should be given to the
quality of the answer, the apt use of reference and the quality of all aspects of the response with regard
to Criteria for Assessment.
F LAMENT FOR CHRISTY RING
1. (a) Identify an image in this poem that made an impact on you. Give two reasons why this
for Assessment.
Indicative Material: imagery created; the relationships evoked in the poem; sense of nostalgia evoked
in certain images; effective use of verbs; unpredictability of imagery; etc.
the poem. (15)
they view the tone of the poem and the poet’s attitude towards Christy; the images in the poem may
not evoke the idea of lamentation; the poem might be considered too challenging and the imagery
too unpredictable; College
candidates - 60050E
may - robert.atkinson@oatlands.net
see the dynamism evoked through the varied- verbs,
1 comparisons
and fast paced imagery; the sudden change and unemotional description of Ring’s death adds to the
tragedy of his loss; etc.

OR
Describe how you would perform the poem in a way that would bring the poem to life.
In your answer you may wish to consider some of the following: costumes, props, music,
visuals, lighting, sound or special effects. You must refer to the poem to explain your
answer.
Candidates describe how they would perform the poem in a way that would bring the poem to life.
All responses will be rooted in the text; commentary will include appropriate supportive references
and deductions / inferences etc. Candidates should demonstrate an understanding of their chosen
Assessment.
OR
your local newspaper. In your article you should explain what the poem is about and share
your personal response to it with your readers. Your article should include reference to
the poem.
Candidates write the text of an article they would have written for the poetry section of the local
newspaper. The article should explain what the poem is about and share their personal response to it.
Candidates must explain their choices using textual references. Consideration should be given to the
quality of the answer, the apt use of reference and the quality of all aspects of the response with regard
to Criteria for Assessment.

ORDINARY LEVEL

Appendix1

LEAVINGCERTIFICATEENGLISH

CRITERIAFORASSESSMENT.

Percentage
ClarityofPurpose Engagementwiththe e.g.relevance,focus, Weighting
settask originality,freshness,
evidenceofcriticalliteracy 30
(whereappropriate),clear
aim,understandingofgenre

Coherenceof Abilitytosustainthe Whereappropriate:
Delivery responseoverthe continuityofargument,
entireanswer sequencing,managementof
ideas,choiceofreference,
useofexamples,engagement 30
withtexts,controlofregister
andshape,creativemodelling

Efficiencyof Managementand e.g.vocabulary,syntax,
Languageuse controlof sentencepatterns,
languagetoachieve punctuationappropriateto
clearcommunication theregister,useoflively 30
interestingphrasing,energy,
style,fluencyappropriateto
thetask

Accuracyof Spelling e.g.appropriatelevelsof
Mechanics accuracyinspelling
Grammar 10
grammaticalpatterns
appropriatetotheregister


ORDINARY LEVEL
Appendix2
ASSESSMENT CRITERIA – GRADE GRID
ClarityofPurpose 30%

CoherenceofDelivery30%
EfficiencyofLanguageUse30%
AccuracyofMechanics10%
DiscreteCriteria:

100marks 01 02 03 O4 05 06 07 08

100Ͳ90 89Ͳ80 79Ͳ70 69Ͳ60 59Ͳ50 49Ͳ40 39Ͳ30 29Ͳ0
30% 30Ͳ27 24 21 18 15 12 9 8Ͳ0
10% 10Ͳ9 8 7 6 5 4 3 2Ͳ0

50marks O1 O2 03 O4 O5 O6 O7 O8
50Ͳ45 44Ͳ40 39Ͳ35 34Ͳ30 29Ͳ25 24Ͳ20 19Ͳ15 14Ͳ0
30% 15Ͳ14 12 11 9 8 6 5 4Ͳ0
10% 5 4 3 3 2 2 1 1Ͳ0

40marks O1 O2 O3 O4 O5 O6 O7 O8
40Ͳ36 35Ͳ32 31Ͳ28 27Ͳ24 23Ͳ20 19Ͳ16 15Ͳ12 11Ͳ0
30% 12Ͳ11 10 9 8 6 5 4 3Ͳ0
10% 4 3 3 2 2 1 1 1Ͳ0

30marks 01 O2 O3 O4 O5 O6 O7 O8
30Ͳ27 26Ͳ24 23Ͳ21 20Ͳ18 17Ͳ15 14Ͳ12 11Ͳ9 8Ͳ0
30% 9 8 7 6 5 4 3 2Ͳ0
10% 3 2 2 2 1 1 1 0

CombinedCriteria:

O1 O2 O3 O4 O5 O6 O7 O8

20marks 20Ͳ18 16 14 12 10 8 6 5Ͳ0
P&C12 12Ͳ11 10 9 8 6 5 4 3Ͳ0
L&M8 8 7 6 5 4 3 3 2Ͳ0
O1 O2 O3 O4 O5 O6 O7 O8

15marks 15Ͳ14 12 11 9 8 6 5 4Ͳ0
P&C9 9 8 7 6 5 4 3 2Ͳ0
L&M6 6 5 4 4 3 2 2 1Ͳ0
O1 O2 O3 O4 O5 O6 O7 O8

10marks 10Ͳ9 8 7 6 5 4 3 2Ͳ0
Robert Atkinson -
P&C6 Oatlands
6 College
5 - 60050E
4 - robert.atkinson@oatlands.net
4 3 2 - 1 2 1Ͳ0
L&M4 4 3 3 2 2 1 1 1Ͳ0

ORDINARY LEVEL
Appendix3

REASONABLEACCOMMODATIONS.

Candidatespresentingforexaminationswiththeaidofascribeorarecordingdeviceor
aspellͲcheckenabledwordprocessorandothercandidateswhohavebeengrantedan
exemptioninaccordancewiththeStateExaminationCommission’sRACEmanualwill
haveallpartsoftheirexaminationinEnglishassessedexceptspellingandwritten
punctuationelements.

Amodifiedmarkingschemewillapplyasfollows:

ClarityofPurpose 30%(tobeassessed)
CoherenceofDelivery 30%(tobeassessed)
EfficiencyofLanguage(includinggrammar)30%(tobeassessed)
SpellingandWrittenPunctuation 10%(nottobeassessed)

Thismeans,ineffect,thatthesecandidateswillbeassessedinallquestionsoutof90%of
themarksavailableforthequestion.

MarksawardedforeachquestiononPaperIandPaperIIwillbetransferredtothescript
covergridofeachpaperandtotalled.Asthesetotalswerearrivedatonthebasisofa
90%applicationoftheavailablemarks,amarkthatcanbeconvertedintoagradeis
arrivedatbydividingthetotalforeachpaperby9,andaddingthesemarkstotheoriginal
totalinordertoachieveagrandtotalforthatpaper.

Example:
TotalforPaperI =135
Divideby9 =15
GrandTotal =150

Fractionsofmarksaretoberoundeddowntothenearestwholemark.

Note:
InusingDiscreteCriteriaconsulttheAssessmentGradeGrid(Appendix2)andapplythe
firstofthethreecriteria.

InusingtheCombinedCriteriathefollowingwillapply:
Questionsvaluedat20marksareassessedoutof18marks
Questionsvaluedat15marksareassessedoutof13marks
Questionsvaluedat10marksareassessedoutof9marks.


NOTES

NOTES

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English (Option A), Leaving Certificate - Ordinary Level - Marking Scheme

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3. I will not photocopy or distribute the paper to students.

Part of the Examcraft Group T: 01 808 1494 F: 01 8307464 E: info@examcraft.ie www.examcraft.ie

Any questions, please email correctors@examcraft.ie

Thanking you in advance,

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

MISREADING OF INSTRUCTIONS RELATING TO QUESTION CHOICE

CANDIDATE ANSWERS QUESTION A AND B FROM THE SAME TEXT

CANDIDATE ANSWERS 2 OR MORE QUESTIONS A AND 1 QUESTION B (or vice versa)

CANDIDATE ANSWERS ALL THE QUESTIONS A AND QUESTIONS B

Use the full range of marks available

PAGE 2 OF 49 ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023

TEXT 1 - AN IRISH FAMILY’S GAP YEAR

Combined Criteria ex 15 P+C=9 L+M=6

Combined Criteria ex 15 P+C=9 L+M=6

ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 3 OF 49

Combined Criteria ex 10 P+C=6 L+M=4

Combined Criteria ex 10 P+C=6 L+M=4

Discrete Criteria ex 50 P = 15 C = 15 L = 15 M=5

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

PAGE 4 OF 49 ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023

Combined Criteria ex 15 P+C=9 L+M=6

Combined Criteria ex 15 P+C=9 L+M=6

Combined Criteria ex 10 P+C=6 L+M=4

Combined Criteria ex 10 P+C=6 L+M=4

Discrete Criteria ex 50 P = 15 C = 15 L = 15 M=5

TEXT 3 – THE LETTER HOME

Combined Criteria ex 15 P+C=9 L+M=6

PAGE 6 OF 49 ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023

Combined Criteria ex 15 P+C=9 L+M=6

Combined Criteria ex 10 P+C=6 L+M=4

Combined Criteria ex 10 P+C=6 L+M=4

Discrete Criteria ex 50 P = 15 C = 15 L = 15 M=5

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 7 OF 49

Write a personal essay about what ‘home’ means to you

Mark ex 100 by reference to the Criteria for Assessment.

2. The theme of this paper is ‘journeys’.

Write a short story which centres on a disastrous journey.

Candidates should write a short story which centres on a disastrous journey.

Mark ex 100 by reference to the Criteria for Assessment.

Mark ex 100 by reference to the Criteria for Assessment.

4. In TEXT 3, Bridget is leaving home for the first time.

Mark ex 100 by reference to the Criteria for Assessment.

ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 9 OF 49

Mark ex 100 by reference to the Criteria for Assessment.

Mark ex 100 by reference to the Criteria for Assessment.

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

PAGE 10 OF 49 ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023

Mark ex 100 by reference to the Criteria for Assessment.

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 11 OF 49

N.B. RESPONDING TO DRAMATIC TEXTS

Candidates must answer TWO questions on ONE text (A – I).

A. ALL THE LIGHT WE CANNOT SEE – ANTHONY DOERR

Combined Criteria ex 10 P+C=6 L+M=4

Combined Criteria ex 10 P+C=6 L+M=4

PAGE 12 OF 49 ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023

Combined Criteria ex 10 P+C=6 L+M=4

Discrete Criteria ex 30 P=9 C=9 L=9 M=3

Discrete Criteria ex 30 P=9 C=9 L=9 M=3

ORDINARY LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 13 OF 49