English (Option B), Junior Cycle - Higher Level - Marking Scheme

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Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1
EǟǦǡǤǚǥ (OǝǙǤǞǟ B)
HIGHER LEVEL
MARKING SCHEME
Pre-Junior Cycle Examination 2023
*CMS2B*
Part of
HIGHER LEVEL
General Indicators of Quality
Material presented should be considered under the following criteria:
• Focus – to what extent has a candidate answered the question asked?
• Ideas – to what extent is higher-order thinking shown, complexity of ideas, originality of thought?
• Development – to what extent has a candidate explored ideas in depth, including the use of supporting
material?
• Coherence – to what extent has a candidate stayed on task and organised a response into a well-
structured piece of writing, including the use of paragraphing, in a meaningful way?
• Expression – how clear and fluent is the candidate’s language? Is sentencing clear and coherent - are
there grammatical errors?
• Register – to what extent is the candidate’s register/ tone / level of formal – informal language used,
appropriate to the task?
• Creativity – where appropriate to the task, to what extent has the candidate demonstrated an ability to
think and write creatively?
• Spelling and written punctuation - How accurate is a candidate’s spelling and use of written
punctuation?
Errors of spelling and written punctuation should not be penalised in excess of ten percent of the marks
assigned to any question awarded 10 marks or more. It may be possible for a candidate to make a small
number of spelling or punctuation errors and have no penalty imposed. Examiners should consider the
standard of vocabulary used by a candidate. Assessment of spelling and written punctuation does not
apply in the case of multiple choice questions or in the case of candidates granted the spelling and written
punctuation waiver. Use the following table to guide your judgement.
Question Penalty
30 0 or 1 or 2 or 3
25 0 or 1 or 2
20 0 or 1 or 2
15 0 or 1
10 0 or 1
PAGE 2 OF 17 HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023

HIGHER LEVEL
Level of Answering Features of Quality
A candidate’s response will:
• Sustain focus on the question/task being engaged with.
• Present ideas that are original, insightful, highly reflective, showing flair and
creativity where appropriate.
• Develop ideas in depth and use supporting material accurately and fluently.
High
• Be very effectively organised and structured in a meaningful and clear way.
• Use and sustain a register appropriate to the task throughout.
• Be expressed in a highly effective and fluent manner, demonstrating skilful
and ambitious language use.
• Spell and use punctuation very accurately.
• Focus on questions/task with varying degrees of success - some lapses -
perhaps not fully sustained throughout.
• Present thinking that is relevant to the task, demonstrating some insight and
reflection.
• Bring some level of development to their ideas and use relevant supporting
Medium
material.
• Demonstrate an awareness of structure/ paragraphing - not fully sustained
throughout.
• Be expressed in a generally clear and competent manner, with some lapses.
• Demonstrate a good standard of spelling and punctuation - with occasional
errors
• Struggle to address the question/task, perhaps showing a lack of
understanding - many lapses - may rely on summary.
• Present ideas that are unclear, not relevant to the task, demonstrating poor
insight and reflection.
Low • Offer little development of their ideas and use no or limited supporting
material.
• Demonstrate little awareness of structure/paraphrasing, giving the work a
disorganised/ incoherent quality.
• Be poorly expressed, showing a lack of clarity - frequent lapses.
• Spell and use punctuation poorly - with significant error.
HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 3 OF 20

HIGHER LEVEL
The theme of this examination paper is
Celebrating Differences and Uniqueness
There are four sections in this examination paper.
Candidates must answer all 10 questions.
Section A Responding Imaginatively to Texts 60 marks 3 Questions

Section B Giving Thoughtful Value Judgements 50 marks 2 Questions
Section C Appreciating Character, Setting and Story 45 marks 3 Questions
Section D Reading and Responding to Visual Texts 25 marks 2 Questions
When answering on studied material, candidates must use texts prescribed for examination in 2023.
Mark Reckoner
Ex Marks Higher Middle Low

25 25-24 23-16 15-0
20 20-19 18-12 11-0
15 15-14 13-9 8-0
10 10-9 8-6 5-0
5 5-4 3-2 1-0
5 5-4 3-2 1-0
Grading System for Final Assessment
Descriptor Percentage Mark Range

Distinction ≥ 90 to 100 ≥ 180 to 200
Higher Merit ≥ 75 to 89 ≥ 150 to 179
Merit ≥ 55 to 74 ≥110 to 149
Achieved ≥ 40 to 54 ≥ 80 to 109
Partially Achieved ≥ 20 to 39 ≥ 40 to 79
Not Graded ≥ 0 to 19 ≥ 0 to 39

HIGHER LEVEL
Section A Responding Imaginatively to Texts 60 marks
Question 1 (25 marks)
(a) Of the three characters described, which one would you like to read more about? Explain your answer
with reference to your chosen paragraph. (10 marks)
Candidates are free to choose any of the three characters described. Reward clear, focused and well
expressed responses. Expect candidates to use supporting evidence from the text.
Mark by impression Ex 10.
Indicative material:
• Responses may be chosen due to the character’s physical description, e.g., Character one may be
appealing due to her being described as an old grandmotherly character, but also with a slightly odd
appearance (compared to a monkey). Character two may be chosen due to the sense of danger implied
in his physical description, which is all the more surprising considering it is the narrator’s brother.
Character three may be chosen due to his unusual physical description, his hair hiding his eyes and the
whiteness of his face.
• The use of language used to describe the character may appeal to the candidate.
• The sense of the character’s personality may appeal to the candidate.
• One character may be compared to the other two as a means to justify their choice.
• Etc…
Mark
Quality of
Indicators Range
Response
Ex 10
• Candidate clearly indicates which character they would like to read
more about and why.
• Ideas well developed and supported by reference to the text
High 9-10
• Clear and lively expression
• Writing well organised
• Spelling and written punctuation proficient
• Some loss of focus on the task
• Limited development
• Some use of supported reference
Middle 6-8
• Some flaws in expression - unconvincing
• Writing organised in some respects
• Reasonably good spelling and written punctuation
• Struggles to focus, may not appear to understand the task
• Ideas underdeveloped
• Ideas unsupported
Low 0-5
• Many flaws in expression
• Writing disorganised
• Many spelling and writing punctuation errors

HIGHER LEVEL Section A
(b) These three character descriptions use imagery and language very effectively. Identify one example of
the effective use of both imagery and language in these paragraphs, and describe how each example
added to the description of the characters (15 marks)
Candidates should address both aspects of the question, though not necessarily equally.
2
Character 1
• Use of alliteration throughout the paragraph e.g. “skull shone pink and speckled”, “haze of hair, which
hovered about her head”
• Comparison of her “turning monkey”
• Description of her clothes adds a greater sense of character
• Etc.
Character 2
• Use of first person narration creates a more believable character description.
• Use of similes throughout the paragraph adds a poetic feel to the piece.
• Use of negative comparisons and adjectives (knife, blade, fierce, scowl…) creates a sense of danger about
the character.
• Use of repetition reinforces the description (knife, blade, flicker of light).
• Etc…
Character 3
• Use of colloquial voice adds a sense of realism to the character description.
• Repetition of the adjective “white” reinforces the description.
• Use of short sentences creates a sense of tension.
• Etc.
Mark
Quality of
Indicators Range
Response
Ex 15
• Candidate clearly identifies how one example of imagery and one
example of language was used effectively in the paragraphs
High 14-15
Middle 9-13
Low 0-8
•
Robert Atkinson - Writing disorganised
Oatlands College - 60050E - robert.atkinson@oatlands.net -1

Section A (continued) HIGHER LEVEL
Question 2 30 marks
Characters who differ from the people we encounter in our everyday lives appeal to a reader far more than we
realise.
(a) Select a character from a novel you have studied. With reference to at least one key moment in the novel,
explain how this character is different or unique compared to other characters in the same novel.
(15 marks)
Expect candidates to nominate a novel from the texts prescribed for study in 2023. Expect candidates to
identify the author. Expect responses to explain how one chosen character is different or unique to other
characters in the same novel. Expect candidates to refer to at least one key moment to explain how their
chosen character is different/unique. Candidates are free to offer their own interpretations or viewpoints
but they are expected to support their responses with reference to the texts. Reward clarity, focus, the
development of ideas, structuring, the use of supporting evidence and the overall coherence of the writing.
• Responses will vary depending on the texts chosen.
• The character chosen may have physical qualities that make them different or unique.
• The character chosen may have different or unique personality traits.
• The character chosen may rebel against the world of the novel/other characters.
• The character chosen may be the hero/heroine or villain of the text.
• Responses may focus on one or more key moments with a specific focus on how the key moment(s)
highlight how the character is different or unique.
• Etc.
Mark
Quality of
Indicators Range
Response
Ex 15
• Candidate offers a clear and sustained response to the question with
reference to a key moment(s) in the novel
• High quality ideas and observations
• Original ideas and content
High • Ideas well developed and supported by reference to the text 14-15

Middle 9-13
• Some flaws in expression- unconvincing
Low
Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net -1 0-8

HIGHER LEVEL Section A
(b) Name another character whom your chosen character in part (a) has a relationship with:
Explain, using reference to the text, whether this is a positive or a negative relationship and outline the
impact this relationship has on the plot of the novel. (15 marks)
Expect candidates to specify one character and clearly outline whether the relationship is positive or negative.
Expect candidates to explain how this relationship impacts on the plot. Candidates are free to offer their own
interpretations or viewpoints but they are expected to support their responses with reference to the texts.
Reward clarity, focus, the development of ideas, structuring, the use of supporting evidence and the overall
coherence of the writing.
• The relationship causes conflict, which is central to a good plot.
• The relationship adds variety and entertainment to the plot.
• The relationship leads to the downfall of one or both of the characters or the downfall of other
characters.
• The relationship creates/strengthens the theme of the novel.
• The relationship creates an emotional connection for the readers.
• Etc.
Mark
Quality of
Indicators Range
Response
Ex 15
• Candidate offers a clear and sustained response to the question
using reference to the novel
• High quality ideas and observations
High 14-15
Middle 9-13
Low 0-8

Section A (continued) HIGHER LEVEL
Question 3 5 marks
The following adjectives describe character personality traits. In the case of each word, please select the
correct synonym by placing a tick in the appropriate box. Tick one box only in each case.
(1 mark per correct answer) One box ticked only.
(a) Apathetic

A. Laid-back B. Negative C. Angry
(b) Enthusiastic

A. Forgiving B. Passionate C. Calm
(c) Steadfast

A. Rude B. Shy C. Reliable
(d) Resilient

A. Unique B. Common C. Tough
(e) Conscientious

A. Careful B. Quiet C. Dishonest

HIGHER LEVEL Section B
Section B Giving Thoughtful Value Judgements 50 Marks
(a) What, do you think, is the main theme of this poem and which line(s) from the poem best capture this
theme in your opinion? Explain with reference to the poem. (15 marks)
Candidates are free to choose any theme based on their reading of the poem, thus expect a wide
variety of different answers. Award all reasonable, original and justified answers. Candidates should
reference the poem closely to explain their choice of theme.
• Possible themes: Individuality/ Our differences make us unique/ we are all different/ making a mark on
the world/ The realisation we are unique and special/
• Etc.
Mark
Quality of
Indicators Range
Response
Ex 15
• Candidate explores what they believe the theme is and the line(s)
which capture this theme
Middle 9-13
• Some flaws in expression- unconvincing
Low 0-8

Section B (continued) HIGHER LEVEL
(b) Do you think your English class would have enjoyed studying this poem for the Junior Cycle exam? In
your explanation, focus on the theme of the poem and the use of language. (15 marks)
Candidates are free to agree or disagree that their class would have enjoyed studying the poem, or may
suggest that they may have liked some elements and not others. Expect candidates to refer to both
the theme and the use of language in the poem. Reward candidates who demonstrate a knowledge of
poetic techniques and who can argue why their class may or may not have enjoyed the poem. Reward
clearly expressed and well-focused responses.
Yes, because:
• Structure is appealing - no formal structure, use of free verse, no formal rhyming scheme all make it
interesting and lively to read.
• The use of the extended metaphor of the thumbprint to represent individuality is an important theme
for young people.
• The tone is appealing - prideful (“it is mine alone”) with a positive, satisfied mood throughout the poem.
• There is the use of vivid imagery that brings the thumbprint to life.
• The use of a variety of metaphors - thumbing the pages of my time represents the author’s life being
compared to a book, I make my own interior weather, comparing her emotions to the weather, what a
treasure to own highlighting that our thumbprints are special and treasured.
• The use of hyperbole - imprint on the world - showing that we as individuals can have an important
impact on the world by our actions, the treasure of our thumbprint representing how important it is to
have individuality.
• The use of sound effects was appealing: alliteration - whorls, whirls, wheels - repeated ‘wh’ sounds, and
assonance - Impress, imprint - repeated “im” sound reinforces personal voice.
• The use of the exclamation mark reinforces the happy, positive tone.
• Etc.
No, because:
• The language was confusing - students would struggle to understand some of the words.
• There was no rhyming scheme or structure to the poem, which made it difficult to read.
• Students wouldn’t like the imagery as just one main image in a poem (the thumbprint) isn’t appealing to
students.
• The theme was difficult to assess in comparison to other poems on the course.
• There was no real “story” to the poem in comparison to narrative poems on the course.
• Etc.

HIGHER LEVEL Section B (continued)
Mark
Quality of
Indicators Range
Response
Ex 15
• Candidate explains whether their class would have enjoyed the
poem through a sustained focus on theme and language
9
Middle 9-13
Low 0-8

Section B (continued) HIGHER LEVEL
In “Thumbprint” , Eve Merriam takes a very ordinary thumbprint and describes it as something extraordinary. This is
the power of poetry.
Select a poem you have studied where the poet takes an everyday object, a person or a place and transforms
it into something special.
What techniques did the poet use to transform an object, person or place into something special? Explain
your answer with reference to three specific poetic techniques in the poem.
Candidates are free to choose any poem. Expect candidates to identify at least three techniques used by the
poet in their chosen poem and to discuss how these techniques were effective in transforming the object/
person or place into something special. The use of the word “special” can be interpreted liberally. Weaker
responses may not identify specific techniques. Reward knowledge of language techniques. Ideas should be
supported with reference to the poem.
Indicative points
Expect students to discuss a combination of the following:
• Imagery
• Sound
• Assonance / Alliteration
• Personification
• Rhythm
• Rhyme
• Onomatopoeia
• Any other technique appropriate, Etc.
Mark
Quality of
Indicators Range
Response
Ex 20
• Candidate explores how language techniques in their chosen poem
helped transform an object, person or place into something special
Middle 11-17
Low

HIGHER LEVEL Section C
Section C Appreciating Character, Setting and Story 45 marks

3
In the extract above, we read about three of Shakespeares’ most infamous and unusual characters: The
Witches or “Weird Sisters”. Find two examples of how the witches are conveyed as being different in the
extract. Explain with reference to and quotation from the text.
Candidates are free to choose any two relevant examples from the extract. Expect a variety of responses.
Award all reasonable and justified answers. Reward clearly expressed and well-focused responses.
• The manner in which they speak is unusual e.g. casting a spell in lines 33-38.
• Banquo’s description of the witches in lines 40-46 highlights that they look unusual.
• They refer to themselves as “weird sisters” in line 33.
• The way in which they speak about “killing swine” in line 2 and casting a spell on the sailor in lines 9-25.
• The first witch has a “pilot’s thumb” in line 30.
• Etc.
Mark
Quality of
Indicators Range
Response
Ex 10
• Candidate clearly identifies two examples of how the witches are
conveyed as being different.
• Some loss of focus on task
• Some use of supporting reference
Middle 6-8
• Some flaws in expression
Low 0-5

Section C (continued) HIGHER LEVEL
The supernatural element of the witches in this scene creates opportunities for a director to stage the play in an
imaginative way.
Based on your reading of this extract, explain two things a director could do to stage this extract in an
imaginative way.
2
Expect candidates to engage with aspects of staging and /or performance. Reward the demonstration of
knowledge in relation to stagecraft. Allow a broad interpretation of ‘in an imaginative way’. Expect candidates
to offer two suggestions related to the material in the extract. Candidates may not treat both equally. Reward
innovative and original ideas that attempt to address some of the challenges presented by the content of this
extract. Reward clear, focused and well expressed responses.
A director could use:
• Lighting to control what the audience is seeing
• Interesting / innovative set design
• Movement / dance
• Musical / sound effects
• Costuming
• Mechanical interventions (witches flying, hovering in air, smoke machine)
• Various technologies to project imagery
• Suggestions could inform the action / characterisation / mood
• Props
• Etc.
Mark
Quality of
Indicators Range
Response
Ex 15
• Candidate suggests two imaginative approaches to staging the
extract.
• Some loss of focus on staging
Middle 9-13
Low 0-8
Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net -1

HIGHER LEVEL Section C (continued)
The plays we study in school still remain relevant today despite being written in a time much different to ours.
Write the text of a blog post for your school website in which you explain your opinion on whether the play you
have studied for your Junior Cycle is relevant to the lives of young students in 2023. Support your opinion with
detailed reference to your studied text. (E.g. themes, elements of the plot, characters etc.)
Candidates will shape their response as a blog post. Reward students who express a variety of relevant ideas
as to why they chose their response. Candidates should support their responses with reference to/quotation
from the play. Reward well-focused, well-developed responses with good expression.
Play is still relevant:
• Timeless themes of love, war, hatred, death, pride, racism, family, etc., are all still seen in modern
society.
• Characters are relatable to everyday life, have positive qualities that people admire but also traits such
as jealousy, vengeance, lust for power, etc.
• Setting is interesting, although most likely different to modern day.
• Conflict in plays make them interesting as conflict is still a part of today’s world.
• Evokes strong emotions in readers when studying them due to elements of the plot.
• Words that originated in plays such as Shakespearean plays are commonplace words in the world
today.
Play is not relevant:

• Plays are usually set in a time far different to now, which makes them difficult to visualise.
• Language is outdated - difficult for modern teenagers to understand, which makes the plays irrelevant.
• Plays were written to be seen on stage and not read in a classroom, so can make it very difficult for
modern students.
• Plot can be too far-fetched and irrelevant to modern audiences.
• Characters are not similar to modern teenagers so they find it difficult to relate to them.
• The plays are not culturally diverse, therefore do not represent modern society - studying modern plays
would be more helpful.

Section C (continued) HIGHER LEVEL
Mark
Quality of
Indicators Range
Response
Ex 20
• Candidate writes a blog post outlining their opinion on the relevance
of their studied play to the lives of young students
Middle 11-17
Low 0-10

HIGHER LEVEL Section D
Section D Reading and Responding to Visual Texts 25 marks
The three images above reflect the importance of “Celebrating differences” using visuals of the hands.
Which of the three images communicates the message most effectively? Explain with reference to both copy
and visuals in the image.
Image 1:
• Visuals using a photograph of real hands and arms are clear and bright, centred on poster - creating a
circle representing unity.
• The variety of nine different pairs of hands and arms of different ages, race, gender and with or without
jewellery represents diversity.
• The green background provides a neutral, natural and calm tone to the image.
• The copy is positioned well at the top with use of white copy on the green background standing out.
• The copy gets to the point being made without too many words.
• The use of exclamation marks gives a positive, exciting mood to the image.
• The smaller copy provides links to webpages to access more information.
Image 2:
• The photograph of real hands has a strong visual impact on the reader.
• The wide variety of different pairs of hands focusing on the hands alone creates a strong, impactful
visual.
• The grey mottled background provides a neutral and natural tone to the image.
• The use of a famous quote has an emotional, thought-provoking impact on the reader.
• The use of a larger font for the copy as the centre of the image emphasises the point.
• Smaller print at the bottom provides a link to a webpage for more information.
Image 3:
• The use of animated/cartoon-like hands may appeal to all age groups, including attracting the interest
of children.
• The use of a wide variety of single hands and arms of different races, ages and gender represents
diversity.
• The bright colours of the hands and arms stands out against the darker background.
• The use of the quotation mark as the centre for the copy is impactful.
• The bright blue colour with a white halo-like effect makes the copy stand out in a calming, natural
manner.
• The copy suggests an inclusive organisation which welcomes diversity.

Section D (continued) HIGHER LEVEL
Mark
Quality of
Indicators Range
Response
Ex 10
• Candidate clearly identifies which image communicates the
message most effectively making reference to both copy and visual
High • Ideas well developed and supported by reference to the image 9-10
Middle 6-8
Low 0-5

HIGHER LEVEL Section D (continued)
Imagine that one of the following two pictures shows a character from a story you are writing. Using one
of the two images, write the opening paragraph of the story in which you introduce your character to your
readers. The theme of your story is “Don’t Judge a Book by its Cover”
Expect candidates to write an opening paragraph using one of the pictures provided with a focus on
the character being different to how they physically appear. Good responses will demonstrate effective
descriptive writing skills and an ability to create character. Story / plot may or may not be addressed;
attempts to turn the piece of writing into a complete story could detract from the piece, however elements
of plot could be introduced effectively. Good responses will give the reader a sense that a character is being
introduced into a story. A good response will not be laboured, may be intriguing. Responses should address
the idea that the character is not all that he or she appears to be, although it may not be explicit. Reward
creativity, good descriptive writing, fluency, structure and a sense of coherence.
• Elements of effective narrative and descriptive writing to create a believable character
• Use of imagery
• Use of descriptive adjectives / adverbs
• Describing their body language and movement
• Creating a past for the character
• Physical appearance may not reflect the inner character
• Creating a convincing inner voice reflecting the disparity between physical appearance and personality/
emotions/behaviour
• Creating mood / tension / intrigue
• Creating an appropriate setting
• Use of dialogue, Etc.
Mark
Quality of
Indicators Range
Response
Ex 15
• Candidate shows impressive descriptive writing skills in creating a
character using the given theme
Middle 9-13
Low

NOTES

NOTES

NOTES

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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

Material presented should be considered under the following criteria:

• Focus – to what extent has a candidate answered the question asked?

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

PAGE 2 OF 17 HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023

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

HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 3 OF 20

Celebrating Diﬀerences and Uniqueness

There are four sections in this examination paper.

Candidates must answer all 10 questions.

Section A Responding Imaginatively to Texts 60 marks 3 Questions

Ex Marks Higher Middle Low

Grading System for Final Assessment

Descriptor Percentage Mark Range

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

PAGE 4 OF 20 HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023

Question 1 (25 marks)

Mark by impression Ex 10.

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

HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 5 OF 20

Mark by impression Ex 15.

PAGE 6 OF 20 HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023

Mark by impression Ex 15.

• Some loss of focus on the task

HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 7 OF 20

Mark by impression Ex 15.

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

PAGE 8 OF 20 HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023

(1 mark per correct answer) One box ticked only.

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

HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 9 OF 20

Question 4 (30 marks)

Mark by impression Ex 15.

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

PAGE 10 OF 20 HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023

Mark by impression Ex 15.

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

HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 11 OF 20

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

PAGE 12 OF 20 HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023

Mark by impression Ex 20.

HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 13 OF 20

Question 6 (10 marks)

Mark by impression Ex 10.

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

PAGE 14 OF 20 HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023

Mark by impression Ex 15.

HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 15 OF 20

Mark by impression Ex 20.

Play is not relevant:

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

PAGE 16 OF 20 HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023

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

HIGHER LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 17 OF 20

Question 9 (10 marks)

Mark by impression Ex 10.

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