English (Option B), Leaving Certificate - Higher Level - Marking Scheme

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Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1
*WMS2B* Part of
EǟǦǡǤǚǥ (OǝǙǤǞǟ B)
HIGHER LEVEL
MARKING SCHEME
Pre-Leaving Certificate Examination 2023

HIGHER LEVEL
Criteria for Assessment
The tasks set for students in both Paper 1 and Paper 2 will be assessed in accordance with the following
criteria:
– Clarity of Purpose (P) 30% of marks available for the task
– Coherence of Delivery (C) 30% of marks available for the task
– Efficiency of Language Use (L) 30% of marks available for the task
– Accuracy of Mechanics (M) 10% of marks available for the task
Each answer will be in the form of a response to a specific task, requiring students
– To display a clear and purposeful engagement with the set task
– To sustain the response in an appropriate manner over the entire answer
– To manage and control language appropriate to the task
– To display levels of accuracy in spelling and grammar appropriate to the required/chosen register
Schematised detail regarding these criteria can be found in Appendix 1 of this marking scheme.
The Grade Grid utilised for the purposes of applying these criteria for assessment throughout the marking is
to be found in Appendix 2 of this marking scheme.
Where discrete criteria awarding is in operation, marks will be indicated on students’ scripts in all instances
in the order in which they are set out above. Thus Clarity of Purpose (P) will always appear first in the list of
marks. Marks awarded for Coherence of Delivery (C) will follow and so on until the end.
Given the primacy of Clarity of Purpose (P), marks awarded for Coherence of Delivery (C) and Efficiency of
Language Use (L) cannot exceed marks awarded for Clarity of Purpose (P).
Use of Codes etc.
To assist with forming a judgement, it will be necessary to place an accurate tick at the points identified in the
answer, underline all errors in the answer and use appropriate shorthand codes as identified in the marking
scheme.
Use the full range of marks available.
Correctors should make themselves familiar with the full 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.
The indicative material provided in the marking scheme is not exhaustive and appropriate valid answers are
acceptable.
PAGE 2 OF 42 HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023

PAPER 1, Section 1 HIGHER LEVEL
PAPER 1
SECTION I – COMPREHENDING (100 marks)
GENERAL
“This paper will be specifically aimed at testing the comprehending and composing abilities of students.”
(DES English Syllabus, 7.3)
Candidates must answer a Question A on one text and a Question B on a different text.
N.B. Candidates may not answer a Question A and a Question B on the same text.
Please note that, in relation to all texts, the candidates may take the introductions and accompanying
illustrations to be integral parts of the texts.
Marking ex 15
H1 H2 H3 H4 H5 H6 H7 H8
15-14 12 11 9 8 6 5 4-0
Marking ex 20
H1 H2 H3 H4 H5 H6 H7 H8
20-18 16 14 12 10 8 6 5-0
50 marks H1 H2 H3 H4 H5 H6 H7 H8
100% 50-45 44-40 39-35 34-30 29-25 24-20 19-15 14-0
30% 15-14 12 11 9 8 6 5 4-0
10% 5 4 3 3 2 2 1 1-0
HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 3 OF 42

HIGHER LEVEL PAPER 1, Section 1
TEXT 1 – DETERMINATION TO SEIZE THE MOMENT
QUESTION – A 50 Marks
(i) From your reading of Text 1, how does the author convey his affection for and understanding of
the people and places he describes? Support your answer with reference to the text. (15)
Expect candidates to outline, in their own words and possibly supported by quotation, how the author
shows his affection for and understanding of the places and people. Both aspects of the question –
affection and understanding – should be addressed but need not be given equal treatment.
Candidates should range widely over the text provided.
Mark ex 15 by reference to the criteria for assessment.
Indicative material:
- Fond childhood memories of family trips
- Detailed memories of early visits to walled city of Fès
- Says Morocco ‘brought colour’ to his dull English childhood
- Says Morocco has soul
- Regards it as his duty to pass on the ‘gift’ to his children
- Says he would regret not moving
- Understands the ‘coaxing phase’ of negotiation and where it comes from
Etc.
(ii) Tahir Shah says he had a sense that if he did not seize the moment, he would regret it for the
rest of his life. Discuss the extent to which you agree or disagree that we should seize the
moments that present themselves in our lives, even if that means taking a risk. (15)
Candidates should discuss the extent to which they agree or disagree that we should seize the
moments that present themselves in our lives, even if that means taking a risk.
Pay particular attention to the quality of the discussion. Allow for a wide variety of responses.
(iii) Do you agree that elements of narrative language are used effectively to engage the reader
in the above passage? Give reasons for your answer, supporting your views with reference to
narrative features in this text. (20)
Candidates are free to agree and/or disagree with the premise but both aspects (“narrative language”
and “to engage the readers”) should be considered (though not necessarily equally).
Answers should be supported by reference to both the content and style of the speech.
- powerful narrative voice, original/unconvincing storyline
- interesting/contrasting characters
- effective/ineffective setting and atmosphere
- vivid descriptive details, precise/colourful imagery
- evocative quality of the writing
- authentic sense of place, exact details
-
Robert memorable
Atkinson characters,College
- Oatlands credible dialogue
- 60050E - robert.atkinson@oatlands.net -1
- interesting insight into characters’ mindset
Etc.

QUESTION – B 50 Marks
Imagine that you have recently moved to a place of your choosing. Write an article for a travel
website in which you give a vivid description of the local area in which you now live, the reasons you
believe this place is unique, and the ways in which living in this place will improve your life.
Candidates should engage with all aspects of the task, although not necessarily equally:
- use of a suitable register (personal, informative, persuasive, humorous, discursive, formal, informal etc.),
appropriate to an online article about a particular place.
It should be clear that this is an article for a travel website rather than a general opinion piece.
Expect a headline or title, date and references to online nature of task.
Language should be descriptive and persuasive.
P15
C15
L15
M5

TEXT 2 – DETERMINATION IN WRITING
QUESTION A – 50 Marks
(i) Outline what Neil Gaiman believes are the challenges and joys of the writing process. Support
your answer with reference to the text. (15)
Indicative material: 2
Joys
- ‘first furious rapture … everything is new and entertaining’
- ‘momentous downhill slide’ when words flow freely
- Inspiration
- ‘ideas come from confluence’
- Etc.
Challenges
- Mid-way point is difficult; glamour faded etc.
- Social interactions suffer
- Motivation and inspiration gone
- Self-doubt ‘you’re pretty sure it would be a mercy simply to delete it all’
- ‘continual search for the word’
- Tedium ‘Repeat. Repeat. Repeat’
- ‘fit of despair’ and belief that any other profession would be easier
- Etc.
(ii) In this extract, Neil Gaiman observes that inspiration comes from a variety of places,
often when we least expect it. Discuss the extent to which you agree or disagree with this
observation. (15)
Candidates should discuss the extent to which they agree or disagree that inspiration comes from a
variety of places, often when we least expect it. Pay particular attention to the quality of the discussion.
Allow for a wide variety of responses.
(iii) Do you agree that Neil Gaiman both engages and inspires his readers in this piece? Support your
answer with reference to both the content and style of the extract. (20)
Candidates are free to agree and/or disagree with the premise but both aspects (“engaging and
inspiring”) should be considered (though not necessarily equally).
- personal references/anecdotes create a rapport with the audience
- effective/ineffective use of emotive/rhetorical/descriptive language
- sense of urgency and evident passion for his craft
- interesting analogy ‘Writing is like building a wall’ makes message easy to understand
- dialogue brings piece to life and adds realism
- direct address connect him to readers: ‘Pretty soon you’ll be on the downward slide … Good luck..’
- Imperatives used effectively ‘So keep on. Write another word and then another…’
Etc.

QUESTION B – 50 Marks
Write the text of a short motivational talk you would deliver to your classmates in which you stress
the importance of seeing tasks through to the end, even when faced with seemingly insurmountable
obstacles. Your talk should include practical advice to help students overcome their difficulties. (50)
Students must engage with both aspects of the task – importance of seeing tasks through to the end and
giving practical advice – though not necessarily equally.
Expect a variety of approaches to the article (personal, serious, humorous, discursive, etc.).
Reward evidence of the following:

- clear appreciation of the task
- consistency of register, sense of audience - effective use of illustration
- clarity and coherence of views
- quality of the writing
P15
C15
L15
M5

TEXT 3 - DETERMINATION IN TODAY’S WORLD
QUESTION A 50 Marks
(i) Outline, in your own words, what Oprah Winfrey believes are the challenges the graduating
students face in today’s world. (15)
- The spread of misinformation is rampant and unavoidable
- Students must fight hard and ‘push back’ against the false narratives’
- Difficulty of seeing ‘this moment in time for what it is’ and transcending it
- It is difficult to fight hysteria and despair
- But you can’t fix everything and you can’t save every soul
- Cynicism is ‘one of our most dangerous enemies’- it clouds clarity, lowers standards etc.
- It is very easy to become disillusioned
- Etc.
(ii) In this extract, Oprah Winfrey says it is easy to become disillusioned and to allow apathy to set
in because anxiety is being broadcast on hundreds of channels, twenty-four hours a day. Discuss
the extent to which you agree or disagree with this observation. (15)
Candidates should discuss the extent to which they agree or disagree that it is easy to become
disillusioned and to allow apathy to set in because anxiety is being broadcast on hundreds of channels,
twenty-four hours a day. Pay particular attention to the quality of the discussion. Allow for a wide
variety of responses.
(iii) Identify four features of effective speech writing evident in this extract and explain how each
one makes Oprah Winfrey’s address to the students powerful and memorable. Support your
answer with reference to both the content and the style of the extract. (20)
Candidates are free to agree and/or disagree with the premise but both aspects (“powerful and
memorable”) should be considered (though not necessarily equally).
- Realistic approach creates a rapport with the audience; recognises and acknowledges difficulties ‘I
come bearing some good news and some bad news’; ‘you can’t fix everything’
- effective/ineffective use of emotive/rhetorical/descriptive language
- sense of urgency and evident passion for truth
- effective quote from Maya Angelou inspires students: ‘just like the hopes springing high, you will rise’
- audience engaged by the powerful nature of Winfrey’s address
- encouraging tone: ‘You are in a position … you can give a voice’
- effective use of imperatives. ‘Be the truth!’
- Etc.

QUESTION B 50 Marks
A national television or radio station is seeking applicants for a position as a researcher on a news
show aimed at young people. Write the letter of application you would submit to the station. In your
letter, you should address the issues you think are most important to young people today, the format
you would like your show to take and the qualities that you think make you a suitable candidate for
this job. (50)
Allow for a variety of approaches and registers. Candidates should detail qualities relevant to the position.
Expect use of a suitable register appropriate to an formal letter. Mark ex 50 by reference to the criteria for
assessment.
P15
C15
L15
M5

SECTION II – COMPOSING (100 marks)
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 and
genres. 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 intended 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.
100 marks H1 H2 H3 H4 H5 H6 H7 H8
100% 100-90 89-80 79-70 69-60 59-50 49-40 39-30 29-0
30% 30-27 24 21 18 15 12 9 8-0
10% 10-9 8 7 6 5 4 3 2-0

1. “Morocco had brought colour to my sanitized English childhood.” (TEXT 1)
Write a personal essay in which you identify moments in your childhood which allowed you
to see the world in a new light, and reflect on the insights you gained as a result of these
experiences.
Candidates should write a personal essay in which they identify moments in their childhood which
allowed them to see the world in a new light, and they should reflect on the insights they gained as a
result of these experiences. Allow for a broad interpretation of “moments in childhood” and “see the
world in a new light”.
P: Focus – a personal essay in which candidates identify moments in their childhood which allowed
them to see the world in a new light, and reflect on the insights they gained as a result of these
experiences
Understanding of genre – the effective use of some elements of personal writing
e.g. written in the first person, reflective tone, use of authentic personal voice, personal
anecdotes/observations, revealing personal insights, etc.
Relevance
Originality and freshness, etc.
C: The extent to which the personal approach is successfully shaped, developed and sustained
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. “…a culture bound by the tribal codes of honour and respect…” (TEXT 1)
Write a speech for a school debate, for or against the motion: “We live in an age which places
more value on fame than true worth.”
Candidates should choose a side in a school debate for or against the motion: “We live in an age which
places more value on fame than true worth.”
P: Focus – a speech, suitable for delivery during a school debate, for or against the motion: “We live
in an age which places more value on fame than true worth.”
Understanding of genre –the effective use of some elements of speech writing e.g. use of
references, rhetorical language, anecdotes, imagery, illustrations, emotive/inclusive language,
awareness of audience, etc.
Relevance
C: The extent to which the speech is successfully shaped, developed and sustained Sequencing and
management of ideas, etc.

3. “Cobbled lanes no wider than a barrel’s length, dimly lit and bewitching” (TEXT 2)
Write a descriptive essay in which you capture the atmosphere of an intriguing and unusual
place.
Candidates should write a descriptive essay which captures the atmosphere of an intriguing and
unusual place. A descriptive essay may contain other elements (e.g. narrative) but the focus should be
placed on descriptive writing.
Mark ex 100 by reference to the criteria for assessment. 9
P: Focus – a descriptive essay which captures the atmosphere of an intriguing and unusual place.
understanding of genre – the effective use of some elements of descriptive writing e.g. figurative
language, imagery, use of setting, creation of atmosphere/mood, attention to detail, quality of
observation, etc.
Relevance
originality and freshness, etc.
C: The extent to which the descriptive writing is successfully shaped, developed and sustained
sequencing and management of ideas, etc.
L: Quality and control of language e.g. style, vocabulary, syntax, punctuation, etc.
4. “They come, essentially, from daydreaming …” (TEXT 2)
Write a short story in which a character’s daydreams play an important part in the narrative.
Candidates should write a short story in which a character’s daydreams play an important part in the
narrative.
P: Focus – a short story in which a character’s daydreams play an important part in the narrative.
Understanding of genre – the effective use of some elements of the short story
e.g. narrative shape, setting, plot, characterisation, suggestion, atmosphere, dialogue, tension,
narrative voice, resolution, etc.
Relevance
C: The extent to which the narrative approach is successfully shaped, developed and sustained

5. “… take up a new life as a landscape gardener, bank-robber, short-order cook or marine biologist…”
(TEXT 2)
Write a discursive essay in which you identify some of the obstacles to today’s young people
pursuing the career of their choice, and discuss the effects this might have on society in the
years to come.
Candidates should write a discursive essay in which they identify some of the powerful voices in
modern life and discuss their influence on society.
P: Focus – a discursive essay, in which candidates identify some of the obstacles to today’s
young people pursuing the career of their choice, and discuss the effects this might have
on society in the years to come.
Understanding of genre – the effective use of some elements of discursive writing e.g. use
of factual information, references, arguments and counter arguments, consideration of a variety
of views, opinions and personal experiences, illustrations, allusions, analysis, etc. Relevance
The extent to which the discussion is successfully shaped, developed and sustained
C: Sequencing and management of ideas, etc.
6. “The question is, what are you willing to stand for?” (TEXT 3)
Write a personal essay about a time in your life when you had to evaluate your choices, and
reflect on what you learned from the experience.
Candidates should write a personal essay in which they identify a time in their life when they had to
evaluate your choices, and reflect on what they learned from the experience.
P: Focus – a personal essay in which candidates identify a time in their life when they had to
evaluate your choices, and reflect on what they learned from the experience.
Understanding of genre – the effective use of some elements of personal writing
e.g. written in the first person, reflective tone, use of authentic personal voice, personal
anecdotes/observations, revealing personal insights, etc.
Relevance
C: The extent to which the personal approach is successfully shaped, developed and sustained

7. Write a feature article, suitable for publication in the magazine section of a newspaper, in which
you discuss the roles and responsibilities you believe your generation has in shaping the future.
Candidates should write a feature article, suitable for publication in the magazine section of a 3
newspaper in which they discuss the roles and responsibilities they believe your generation has in
shaping the future. Allow for a broad interpretation of “roles and responsibilities” and for a wide variety
of responses/registers.
P: Focus – a feature article, suitable for publication in the magazine section of a newspaper, in
which candidates reflect on our fascination with all things fashionable and explore the stories we
tell about ourselves, intentionally or unintentionally, through our fashion choices
Understanding of genre – a feature article can be both informative and entertaining; the
effective use of some elements of feature article writing e.g. an engaging writing style, personal
observations and insights, anecdotes, informal\conversational tone, etc. Relevance
C: The extent to which the article is successfully shaped, developed and sustained Sequencing and
management of ideas, etc.
100 marks H1 H2 H3 H4 H5 H6 H7 H8
100% 100-90 89-80 79-70 69-60 59-50 49-40 39-30 29-0
30% 30-27 24 21 18 15 12 9 8-0
10% 10-9 8 7 6 5 4 3 2-0

PAPER 2 - SECTION 1
Candidates must answer ONE question from this section.
Note 1 – RESPONDING TO DRAMATIC TEXTS

2
In attempting 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.
Note 2 – NO ANSWER ON A SHAKESPEAREAN TEXT

For direction as to procedure when a candidate fails to answer on Shakespeare in either the Single Text or
the Comparative Study, see Appendix 4 in this Marking Scheme.
100% 60-54 48 42 36 30 24 18 17-0
30% 18-17 15 13 11 9 8 6 5-0
10% 6 5 4 4 3 2 2 1-0

SECTION 1 – THE SINGLE TEXT (60 marks)
A. ALL THE LIGHT WE CANNOT SEE – Anthony Doerr
(i) “The narrative style of All the Light We Cannot See contributes to our understanding and
enjoyment of a complex story.”
To what extent do you agree or disagree with the above statement? Develop your answer with
reference to the novel.
Mark ex 60 by reference to the criteria for assessment using the following breakdown of marks.
Candidates should explain why they believe the narrative style in the novel All the Light We Cannot See
contributes to our enjoyment and understanding of the complex story.
Answers should be supported by reference to the text.
Code: N- for narrative stye

Code U/E for understanding and enjoyment of the story
- Short chapters and alternate stories keep us engaged
- Alternate chapters allow us to follow the lives of two characters in parallel
- Characters’ distinctive voices and interweaving storylines are compelling
- Present tense adds immediacy
- Fast pace adds to thrilling aspect of the storyline
- Flashbacks enable us to piece aspects of plot together
- Sensuous language allows us to see the world from Marie-Laure’s point of view
Etc.

OR
(ii) “Anthony Doerr’s novel All the Light We Cannot See demonstrates the triumph of free will over
fate.”
reference to the novel.
Candidates should explain why they believe free will does/does not triumph over fate in the novel All
the Light We Cannot See.
Code: FW- for free will

Code F- for fate
- Despite going blind at a young age, Marie-Laure does not accept that her destiny is to lead a limited life
- For Marie-Laure to succeed, she must fight the odds and work hard to overcome obstacles in her life
rather than resigning herself to her fate
- Marie-Laure exercises her free will and achieves a great deal; she is successful in her career and lives
an unconventional, happy life despite all the hardships she must endure
- As a child, Werner believes he can escape his fate by using his intelligence to ensure a brighter future
than he might otherwise have had
- For a long time, Werner does not exercise his free will when he should; although he doesn’t agree with
the Nazi ideology he is taught at the National Institute, he does not have the courage to assert himself
- Frederick refuses to accept his fate and stands up for his beliefs; he is severely punished as a result
- Werner sees that exercising free will is difficult and risky. He chooses to remain a Nazi but does not
really accept he is making a choice: he sees it as the only option, and it allows him to believe he is being
forced to act immorally
- Werner eventually takes some control over his actions and becomes a better person; he saves Marie-
Laure etc.
- Sea of Flames may/may not represent fate: Marie-Laure and Werner were fated to meet/their meeting
was chance
- Marie-Laure decides to leave the Sea of Flames in the grotto – symbolically rejecting fate by doing so.

B. A DOLL’S HOUSE – Henrik Ibsen
“In A Doll’s House, women are not valued as individuals but are expected to sacrifice themselves
to the service of others.”
reference to the play.
Candidates should explain why they believe women are/are not valued as individuals and are/are not
expected to sacrifice themselves to the service themselves to the service of others in the play A Doll’s
House.
Code: I - for not valued as individuals

Code S - for expected to sacrifice themselves to the service of others
- Nora plays the role Torvald expects of her, just as she did for her father
- Torvald expects Nora to conform to all his expectations of her as a wife, mother and lover
- Nora hides her intelligence and determination: she does not tell Torvald about the loan
- Mrs Linde feels her life has no purpose when she has neither a husband nor children to care for; she
finds meaning in life once more when she becomes involved with Krogstad once more
- The nursemaid had to abandon her own child to care for Nora and then for Nora’s children
- Nora comes to see that she has not developed as an individual because she has spent her life being
what others expected her to be; when she says she is leaving, Torvald is shocked that she could place
her own needs before those of others

OR
(ii) “Much of the sadness in A Doll’s House comes from the characters’ belief that appearance is
more important than reality.”
Candidates should explain why they believe the characters are more concerned with appearance than
reality in the play A Doll’s House.
Code: A - for concerned with appearance

Code R - for concerned with reality
- Nora plays along with the idea of being a ‘doll wife’ but she is capable of far more than she pretends;
she hides the loan to spare Torvald because she knows he could not cope with the truth
- Torvald is determined to present a good face to the outside world: he is annoyed that Krogstad
addresses him in a familiar manner in work because he thinks his status is more important than
relationships
- Dr Rank appears to be Torvald’s friend, but he has feelings for Nora; neither is he honest with Torvald
about his illness
- Torvald has Nora dance the tarantella because he likes to think of her as the young bride he first
brought home; he does not accept the reality of who she is now and has no interest in allowing her to
develop as a person
- Although Torvald says he values honesty in a marriage, he is appalled when he learns the truth about
the loan. His immediate response is to say that he and Nora should maintain an outward show of a
happy marriage but that, behind closed doors, she will have no say in the running of the house or
raising of the children
- Etc.

C. MACBETH – William Shakespeare
(i) “The play Macbeth presents us with an entirely pessimistic view of the theme of justice.”
Write your response to this view, supporting the points you make by reference to the text.
Candidates may choose to agree and/or disagree wholly or in part with the above statement.
Answers should be supported with reference to the text. Code:
PJ for pessimistic justice

OJ for optimistic justice
Pessimistic View of Justice

- Brutal justice – execution and heads displayed; redemptive justice never contemplated.
- Duncan commends those who slaughter his enemies
- Macbeth views it as unjust that Malcolm is made Duncan’s heir
- Duncan is a flawed king but does not deserve to die
- Macbeth acknowledges that what he is doing is unjust
- Banquo is morally compromised by staying silent when he is sure Macbeth has murdered Duncan, but
he does not deserve his fate, nor does Fleance deserve to have to flee to avoid death
- Macduff’s family do not deserve their fate
- Macbeth offers neither order nor justice, just terrible punishments of those he views as threats
- Tyranny is the antithesis of justice
- The people of Scotland suffer so terribly under Macbeth’s reign that Malcolm’s arrival is too late to avert
great injustices
- The only justice is retributive and that is small comfort to those who have lost all
Optimistic View of Justice

- Lady Macbeth suffers and dies for inciting Macbeth to murder Duncan
- Malcolm ascends to the throne; he is the rightful king and has proven – in his conversation with
Macduff – that he knows how a king should rule: he puts justice first in his list of ‘the king-becoming
graces’
- Macbeth dies at the hands of Macduff – poetic justice as he had Macduff’s family slaughtered

OR
(ii) “Both Banquo and Macduff fulfil important dramatic functions in the play, Macbeth.”
Write your response to this view, supporting your answer with reference to the text.
Candidates should discuss both Banquo and Macduff’s roles in the text, but not necessarily equally
Code:
BI for Banquo’s important role
MI for Banquo’s important role
Banquo
- Paired with / Foil to Macbeth
- Banquo and Macbeth are equal, yet Duncan rewards only Macbeth. Macbeth is still dissatisfied
- His reaction to the witches’ prophecies is different to Macbeth’s because he has not harboured the
same dark thoughts
- Banquo urges caution – shows up Macbeth’s lust for power
- Banquo’s simple, honest speech contrasts with Macbeth’s wordier dishonesty
- Banquo, like Macbeth, is tempted by the witches’ prophecies but his reaction is to call on the ‘merciful
powers’ to help him resist temptation, in contrast with Macbeth who is associated with the powers of
darkness
- Yet Banquo is moved by the prophecy and becomes morally corrupted, albeit to a lesser extent than
Macbeth -shows the power of evil to taint even good men
- Macbeth’s first act as king is to order the death of his friend and comrade-in-arms, showing the
direction his kingship will take
- Banquo’s ghost puts paid to any pretence Macbeth is a good king: his guilt and mental anguish are
plain for all to see
- Banquo’s ghost may be real or may just be a figment of Macbeth’s guilty imagination
- Macbeth’s reaction to the ghost is his last struggle with his conscience; from then on he becomes a
desperate, ruthless tyrant Etc.
Macduff
- Foil to both Macbeth and Banquo
- Embodies patriotism in a way Macbeth does not
- Honest, straightforward, not driven by personal ambition
- Possesses more integrity than Banquo: refuses Macbeth’s personal invitation to attend the coronation
in Scone
- As Banquo’s role diminishes in importance, Macduff’s increases
- Flight to England shows Macduff chooses his country over his personal life
- Macbeth’s senseless slaughter of Macduff’s family shows how truly evil he has become.
- Provides another version of manliness
- Macduff shows integrity in his dealings with Malcolm: contrast with Banquo who is willing to feign
allegiance to Macbeth. Macduff will not accept a king who will not care for Scotland.
- His decency is a light in the darkness of the play
Robert
- Atkinson
Macduff is -aOatlands College
moral compass - 60050E
showing how an - robert.atkinson@oatlands.net - 1 respond to events
honourable and patriotic man should
unfolding in the play. Etc.

D. FRANKENSTEIN – Mary Shelley
(i) “The women in Mary Shelley’s Frankenstein are weak, passive characters who fail to gain our
sympathy.”
Candidates should discuss whether or not they believe women in Mary Shelley’s Frankenstein are weak,
passive characters who fail to gain our sympathy.
Code:
W/P for women being weak or passive characters
S for do/do not gain our sympathy
- Women’s roles are predominantly in the home, but this is a reflection of the time rather than their
choice
- The women in the novel lack complexity; they are beautiful and selfless, but they do not seem to have
great passions, desires or determination in the way the men do
- The narrators are all men, so the women are not given a voice. This naturally colours our impression of
them.
- Walton writes to Margaret, which gives her an importance of sorts, but ultimately her role is to stay at
home and support Walton
- Elizabeth is told by Victor Frankenstein’s dying mother that she must replace her; her role is to
encourage and support his endeavours rather than carve out a path for herself. Frankenstein views her
as a possession and fails to protect her from the Monster
- Because we do not know as much about Elizabeth as we do about Frankenstein, she does not evoke a
huge deal of sympathy. Her death is horrifying in that it shows the Monster’s evil and we also realise
what Frankenstein has lost, but as a character in the novel, she has not a particularly large role.
- Elizabeth is more of a feminine ideal than a real person to whom we can relate.
- Justine, similarly, is more of a symbol than a developed character. She represents those who are faced
with great injustice but bear it bravely. She accepts all that life throws at her in a docile and passive
manner.
- Agatha and Safie’s role is to teach the Monster through his observation of Safie’s lessons and their
interactions.
- Safie is used as a pawn by her father
- Safie is an outsider but she is accepted in a way the Monster, an outsider too, could never be. Her
role is to provide a comparison with the Monster but her plight in the novel does not evoke any real
sympathy. She is merely another plot device to help us to learn about the Monster.

OR
(ii) “Alienation is both the cause and the consequence of evil in Mary Shelley’s Frankenstein.”
Candidates should discuss alienation both causing and resulting in evil in the novel Frankenstein.
Code:
AE for alienation being the cause of evil in the play
CE for alienation being the consequence of evil in the play
- The monster blames his evil actions on his alienation; he feels cut off from the world and wants to take
his revenge on it as a result
- Because of his actions, the Monster becomes even more isolated than he had been
- Frankenstein works alone and this causes him to focus solely on his ambition. He also feels that his
laboratory has become a prison.
- Creating the monster causes Frankenstein to become isolated from those close to him because he
cannot admit what he has done.
- Frankenstein and the Monster compare themselves to the devil who alienated himself from God and
was alienated even further as a punishment.
- The Monster desires death because he feels so alone
- Walton becomes the vehicle for the confessions of both Frankenstein and the Monster: both want to
connect with someone who will hear their story and, perhaps, understand them

E. THE PICTURE OF DORIAN GRAY -
(i) “An obsession with appearance leads to moral corruption in Oscar Wilde’s novel, The Picture of
Dorian Gray.”
Candidates should explain why an obsession with appearance leads to moral corruption in Oscar
Wilde’s novel, The Picture of Dorian Gray.
Code: O- for obsession with appearance

Code M - for moral corruption
- The aristocratic class is concerned only with outward appearances
- Dorian is worshipped on the basis of his good looks, but his moral failings are ignored
- Lord Henry’s yellow book enthralls Dorian with its focus on decadence. Although he calls it poisonous,
Dorian models his life on the protagonist’s. It has a dreadful effect on him.
- Dorian’s consuming desire to maintain a youthful appearance is fulfilled when the portrait ages while
he does not. Dorian hides the painting and becomes increasingly depraved and corrupt but maintains
an outwardly beautiful appearance.
- Dorian falls in love with Sybil Vane’s ability to be Imogen or Juliet or any of the roles she plays, but she
longs for him to love her for who she really is. Dorian rejects her when she no longer interests him, and
she takes her own life as a result of his cruelty.
- Basil realizes, too late, that although Dorian looks the same, he has changed. He seems to have ‘nor
heart, no pity’ any more
- Dorian eventually comes to see that a brief show of morality – not defiling the innkeeper’s daughter – is
not enough to reverse the corruption that has destroyed him. His attempt to destroy the portrait leaves
it appearing unharmed, but he is finally seen for what he truly is.

OR
(ii) “Despite his best efforts, Basil Hallward’s attempt to be a positive influence on Dorian Gray is
doomed to fail.”
Candidates should explain why they believe Basil Hallward’s attempt to be a positive attempt on Dorian
Gray is doomed to fail.
Code: I- for Basil Hallward’s attempt to be a positive influence on Dorian Gray.

Code F - for doomed to fail
- Basil idolises Dorian and is therefore poorly placed to see him for what he really is
- Basil is not a strong enough character to counter Lord Henry’s influence
- Basil is an idealist and believes that beauty, truth, love, goodness etc. go hand in hand. Because Dorian
is beautiful, Bail naively thinks he must possess the other qualities: “Sin is a thing that writes itself
across a man’s face”.
- Art becomes more real to Basil than life and his unrealistic view makes him ill-suited to influence
Dorian
- Basil genuinely cares for Dorian but misjudges him badly, paying the ultimate price in the end

SECTION II – THE COMPARATIVE STUDY (70 marks)
Candidates must answer one question from either A – General Vision and Viewpoint or B – Literary Genre or
C – Cultural Context
Candidates may not answer on the text they have dealt with in SECTION 1 – The Single Text.
GENERAL
In all answers to questions in this section, candidates may compare and/or contrast, i.e. address similarities and/
or differences in both the content and style of their chosen texts.
In shaping their responses to the questions set on the Comparative Study, it is expected that candidates will be
involved in some/all of the following kinds of activities:
- Description/analysis of the text/s in the light of the modes for comparison
- Making general observations about texts in relation to each other
- Making connections between similar aspects of texts
- Recognising differences between texts
- Showing the similarities/differences need to be qualified
- Demonstrating awareness of themselves as readers, their reactions/responses/involvement
Expect a wide variety of approaches both in the patterns of discussion and the manner of illustration. In all
answers in this section, candidates may refer to one/more key moment/s from the text/s. The purpose of this is
to allow the candidates to ground their responses in specific moments without feeling that they must range over
the entire text/s. However, do not expect that all the illustrative reference in an answer will come from the key
moment/s. Candidates may offer appropriate illustrative reference from any part of the text/s.
Candidates should reference the required combination of texts specified in the questions.
Note re 2022 changes: All three modes are included. The candidate must answer on one mode. Single questions
(marked out of 70) will require students to refer to at least two texts. The same criteria for assessment will apply
regardless of whether candidates refer to two or three texts when responding to 70-mark questions. Two-part
questions (marked out of 30 and 40) will require candidates to refer to one text in answer to part (a) and two
other texts in answer to part (b).
Note: For direction as to procedure when a candidate fails to answer on Shakespeare in either the Single Text
or the Comparative Study, see Appendix 4 in this Marking Scheme.
30-27 24 21 18 15 12 9 8-0
40-36 32 28 24 20 16 12 11-0
100% 70-63 62-56 55-49 48-42 41-35 34-28 27-21 20-0
30%
Robert Atkinson21-19 17
- Oatlands College 15
- 60050E 13 11 9
- robert.atkinson@oatlands.net -1 7 6-0
10% 7 6 5 4 4 3 2 2-0

List of texts prescribed for comparative study, for examination in the year 2022
ADICHIE, Ngozi Chimimanda Americanah
ATKINSON, Kate Behind the Scenes at the Museum
ATWOOD, Margaret The Handmaid’s Tale
AUSTEN, Jane Persuasion
BARRY, Sebastian Days Without End
BRONTË, Emily Wuthering Heights
DOERR, Anthony All the Light We Cannot See
DONOGHUE, Emma Room
ELIOT, George Silas Marner
ISHIGURO, Kazuo Never Let Me Go
LEVI, Primo If This Is A Man
O’CONNOR, Nuala
Miss Emily
O’CONNOR, Joseph
Star of the Sea
PEACE, David
The Damned Utd.
RASH, Ron
The Cove
SHELLEY, Mary
Frankenstein
TAYLOR, Sarah
The Lauras
WALLACE, Jason
Out of Shadows
WILDE, Oscar
The Picture of Dorian Gray (1891 version)
Drama
BURKE-BROGAN, Patricia, Eclipsed
CARR, Marina By the Bog of Cats
FRIEL, Brian Philadelphia Here I Come
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
EASTWOOD, Clint Unforgiven
ERGUVEN, Deniz Gamze Mustang
GERWIG, Debra Ladybird
GRANIK, Debra Winter’s Bone
LANDIS, John Trading Places
McQUEEN, Steve Hunger
WILDER, Billy Some Like It Hot

A. THEME OR ISSUE
1. “Studying the ways in which the same theme or issue is presented in a variety of texts can
challenge or reinforce the reader’s understanding of that theme or issue.”
Compare how studying the way the theme or issue is presented in two or more texts you have
studied challenged or reinforced your idea of that theme or issue. (70)
Expect candidates to compare the extent to which their understanding of a theme or issue was affected
– challenged or reinforced – through interaction with at least two texts.
Candidates must focus on a single theme, but bear in mind that a broad theme (e.g. identity) can
incorporate sub-themes (e.g. place, culture, race relationships, etc.).
Possible points of discussion:

- theme/issue defined differently/similarly broadens understanding
- the role of events/narrative voice in challenging preconceived/stereotypical ideas
- impact of authors’ varied approaches – serious, humorous, tragic, etc.
- characterisation, language and imagery convey complexity of a theme
- visual and aural effects enhance/change/reinforce our understanding
- key moments offer revealing insights into a theme/issue
- Etc.
OR
2. ‘The resolution of text can provide the reader with valuable insights into that theme or issue.’
(a) Identify and discuss at least one valuable insight into a theme or issue that you gained from
studying the resolution of one theme on your comparative course. (30)
Expect candidates to select a theme or issue in one text, and to discuss to what extent it is/is not
resolved to their satisfaction. Allow for a broad interpretation of “valuable insights”.

- resolution does / does not confirm preconceptions about the theme or issue
- resolution of the theme is unsatisfactory
- resolution highlights complexity of theme
- resolution leads to new understanding of theme
- visual and aural effects provide us with valuable insights
- Etc.
(b) In relation to two other texts on your comparative course, compare at least one valuable insight
into the theme or issue that you gained from studying the resolution in the texts. The valuable
insight or insights can be the same as or different to (a) above. (40)
Expect candidates to compare at least one valuable insight or insights into the theme or issue that they
gained from studying the resolution in each of the two texts.
Robert Atkinson - Oatlands
Answers should College
be supported - 60050E
with - robert.atkinson@oatlands.net
reference to the texts. -1

B. LITERARY GENRE
“Authors employ a variety of techniques to create memorable characters in texts.”
1. Compare the ways in which the authors of at least two texts on your comparative course make
the storylines memorable. (70)
Expect candidates to compare how the authors of any three comparative texts to create memorable
characters.
Answers should be supported by reference to the chosen texts.

- The narrator/narrators provide insights into the characters
- Different approaches: serious/humorous/tragic impact our impression of characters
- Dialogue brings characters to life
- Setting/stage directions influence our impression of characters
- Imagery and symbolism create/reinforce our impression
OR
2. “To create moments of tension in texts, a variety of techniques are used by authors.”
(a) With reference to at least one key moment in one text on your comparative course, show how
this tension is created. (30)
Expect candidates to compare how the authors of one comparative text creates moments of tension.
Answers should be supported by reference to the chosen texts.
(b) With reference to key moments from the other two texts on your comparative course, compare
the authors’ use of a variety of techniques to create tension. (40)
Expect candidates to compare the creation of moments of tension and suspense in each of two texts.
Answers should be supported with reference to the texts
Candidates may refer to the same technique(s) dealt with in part (a) or different technique(s). They are
not required to make comparative links with the text discussed in part (a). However, candidates may
choose to refer in an explicit or implicit way to the points made in their answer to part (a).

- Internal or external conflict creates tension
- Author raises questions / withholds information
- Flashbacks used to provide backstory and heighten tension
- Dramatic irony
Robert
- Atkinson - Oatlands
‘race against the clock’: College - 60050E
time pressure - robert.atkinson@oatlands.net
creates tension -1
- Plot twist creates new difficulties
- Etc.

C. GENERAL VISION AND VIEWPOINT
1. ‘Our opinion of the decisions made by a central character can influence our general vision and
viewpoint of a text.’
Compare the extent to which the central character’s decisions helped to shape your
understanding of the general vision and viewpoint in at least two texts you have studied as part
of your comparative course. (70)
The term, The General Vision and Viewpoint, may be understood by candidates to mean the broad
outlook of the authors of the texts and/or of the texts themselves as interpreted and understood by
the reader.
Expect candidates to deal in a comparative manner with how the vision and viewpoint of at least two
texts is determined/influenced our opinion of decisions made by a central character.

- key moments/pivotal events in characters’ lives – choices made
- characters entering into relationships that are destructive/nurturing
- changes in characters’ attitudes, values
- revealing final moments of texts
- the author’s approach to characterisation – serious, humorous, tragic
- vision/viewpoint influenced by imagery/symbols/music associated with characters
- Etc.
2. “The reader’s response to key moments in a text can shape their understanding of the general
vision and viewpoint in that text.”
(a) With reference to one text on your comparative course, describe how your response to key
moments shaped your understanding of the general vision and viewpoint of that text. (30)
Expect candidates to deal in a comparative manner (although not necessarily equally) with how at least
one key moment, and their response to it, helped to shape their understanding of the general vision
and viewpoint of these texts.
Allow for a broad interpretation of “key moments”.

- impact of the opening/ending of a text influences understanding of the vision and viewpoint
- sense of optimism, pessimism, shock, joy, etc. experienced by readers in response to key events
- characters’ experiences affect readers’ perspective on the outlook of the text
- impact of historical, cultural, political, social events clarifies the general vision and viewpoint
- presentation of events – music, special effects, graphic description may influence readers
- Etc.
(b) With reference to key moments from the other two texts on your comparative course, compare
the way in which your response to key moments shaped your understanding of the general
vision and viewpoint of those texts. (40)
Mark ex 40 by reference to the criteria for assessment. Candidates may refer to the same or
different aspects of the GVV to those referred to 2. (a).

SECTION III – POETRY (70 marks)
Candidates must answer A – Unseen Poem and B – Prescribed Poetry
A. UNSEEN POEM (20 marks) Answer either Question 1 or Question 2
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 candidates’ awareness of the patterned nature of the language of poetry, its imagery, its
sensuous qualities, its suggestiveness.
10-9 8 7 6 5 4 3 2-0
20-18 16 14 12 10 8 6 5-0
100% 50-45 44-40 39-35 34-30 29-25 24-20 19-15 14-0
30% 15-14 12 11 9 8 6 5 4-0
10% 5 4 3 3 2 2 1 1-0

1. (a) Describe the son’s response to his father’s question. Develop your answer with reference
to the poem as a whole. (10)
Candidates should describe what they believe is the son’s response to his father’s question. Pay
attention to the quality of the description and the use of apt reference to the poem.
(b) Identify two images from the poem that made an impact on you and give reasons for your
choice. (10)
Candidates should give reasons why two clearly identified images from the poem made an impact on
them. Pay attention to the quality of the explanation and the use of apt reference to the poem.
OR
1. Explain how language is used effectively to maximise the emotional impact of this poem. Make
detailed reference to the use of language for this purpose in the poem. (20)
Candidates should explain how the poet makes effective use of language to maximise the emotional
impact of the poem. Pay attention to the quality of the explanation and the use of apt reference to the
poem.

B PRESCRIBED POETRY (50 marks)
GENERAL
“Students at Higher Level will be required to study a representative selection from the work of eight
poets: a representative selection would seek to reflect the range of a poet’s themes and interests
and exhibit his/her characteristic style and viewpoint. Normally the study of at least six poems by
each poet would be expected.” (DES English Syllabus, 6.3)
Note that, in the case of each poet, the candidates have the freedom of choice in relation to the
poems studied.
Note that there is not a finite list of any ‘poet’s themes and interests’.
Note that, in responding to the question set on any given poet, the candidates must refer to poem/s
they have studied but they are not required to refer to any specific poem/s, nor are they
expected to discuss or refer to all poems they have chosen to study.
In each of the questions in Prescribed Poetry the underlying nature of the task is the invitation to
the candidates to engage with the poems themselves.
Note 2022 changes: One additional poetry question is included. Candidates will be required to
answer ONE of five questions.
100% 50-45 44-40 39-35 34-30 29-25 24-20 19-15 14-0
30% 15-14 12 11 9 8 6 5 4-0
10% 5 4 3 3 2 2 1 1-0

1. Paula Meehan
“Paula Meehan’s accessible and appealing language allows us rich insights into her personal
reflections and public commentary.”
Discuss the extent to which you agree or disagree with the above statement. Develop your
response with reference to the poems by Paula Meehan on your course.
Candidates are free to agree and/or disagree wholly or in part with the statement, but they should
engage with all aspects of the question. Answers should be supported by reference to the poems of
Paula Meehan on the Leaving Certificate course.
Pay attention to the quality of the discussion and the development of the response.
Mark ex 50 by reference to the criteria for assessment using the breakdown of marks below.
P: Focus & relevance of response/apt choice of poems/evidence of critical literacy/originality, etc.

C: Sustained focus/appropriate management and sequencing of ideas/coherence/cross reference/
effective use of quotation and reference, etc.
L: Language managed and controlled to achieve clear communication throughout/fluency/ quality
of expression, etc.
Code A for “accessible and appealing language”

Code P for “rich insights into her personal reflections and public commentary.”
powerful voice; written to be read aloud; explores social issues such as poverty and drug addiction
in language that is direct and compelling; use of place names/people’s names brings themes to life;
affectionate/realistic portraits of family members; idiomatic language; humour lightens the tone in
some poems but Meehan does not shy from tackling complex issues; classical allusions may cause
difficulties for some readers, etc.

2. John Donne
“John Donne explores timeless themes of the human heart in vivid and memorable language.”
To what extent to you agree or disagree with the above statement? Develop your response with
reference to the poems by John Donne on your course.
John Donne on the Leaving Certificate course.

of expression, etc.
Code T for “explores timeless themes of the human heart”

Code V for “vivid and memorable language.”
exploration of love ranges from contentment to adoration and also takes a playful look at desire;
bitterness and resentment of what he perceives as women’s lack of constancy is disturbing but
nonetheless an issue that is relevant today; undertones of desire for social acceptance can be seen
in several poems; preoccupation with death and the afterlife in his later years; uncertainty about
religious belief and his own worthiness; use of conceits startles and even disturbs the reader at times
but demands attention at all times; playful tone used is an exercise in intellectual seduction; rejects
conventions of the time; sexual imagery used in religious poetry is striking and unexpected; blend of
imperatives and pleading is effective, etc.

3. Patrick Kavanagh
“Patrick Kavanagh expresses both his joy and dissatisfaction with the world around him in
powerful and engaging language.”
reference to the poems by Patrick Kavanagh on your course.
Patrick Kavanagh on the Leaving Certificate course.

of expression, etc.
Code W for “joy and dissatisfaction with the world around him”
Code P for “powerful and engaging language.”
Torn between love of his home place and dissatisfaction with the sense of isolation; cinematic imagery
brings the places to life; literary allusion and colloquial language used together to great effect; humour
tempers his criticisms; rapidly changing styles in “The Great Hunger” reflect changing moods and
attitudes; fresh outlook and celebration of the world around him expressed in lyrical language in
the ‘canal’ poems in particular; neologisms excite and intrigue; affectionate, detailed descriptions of
childhood show the joy the child poet felt in his home place, etc.

4. Elizabeth Bishop
“Elizabeth Bishop’s perceptive observations provide us with rich insights into the complexities of
life.”
reference to the poems by Elizabeth Bishop on your course.
Elizabeth Bishop on the Leaving Certificate course.

of expression, etc.
Code P for “Elizabeth Bishop’s perceptive observations”

Code R for “provide us with rich insights into the complexities of life.”
ordinary people and places are transformed as she looks more closely at them; sympathetic and
detailed understanding of family members and strangers; colourful, painterly, vivid language brings
places to life; variety of moods and tones show her connection to the people and places she observes;
explores the link between history and the present; the worth of all human life; the realisation that
even if we are scarred by our past, we can persevere; the passage of time; a child’s perspective on age,
culture, death, etc.

5. Derek Mahon
“Derek Mahon’s compassion and understanding adds a note of hope to poems which, though vividly
and memorably written, explore the darker side of human nature.”
reference to the poems by Derek Mahon on your course.
Derek Mahon on the Leaving Certificate course.

of expression, etc.
Code H for “Derek Mahon’s compassion and understanding adds a note of hope”
Code VM for “vividly and memorably written”
Deals with old age in a humorous and affectionate manner; dramatic monologue gives a voice to
Ismay and presents us with a compassionate and moving picture of a broken man; explores the darker
side of human nature and the violence of which people are capable but provides some note of hope
that peace may return in “Rathlin”; “As It Should Be” is bleak and chilling with no note of hope; bleak,
satirical view of Protestantism in Northern Ireland with little to elevate it in “Ecclesiastes”; shows the
perseverance of the human spirit through comparison with mushrooms in a disused shed and in
Oates’s heroic self-sacrifice; “Kinsale” allows us to share in the poet’s uplifting optimism for a country
that is leaving its troubled past behind, etc.

HIGHER LEVEL
APPENDIX 1
LEAVING CERTIFICATE ENGLISH
CRITERIA FOR ASSESSMENT
e.g. relevance, focus,

Engagement with the Percentage weighting
Clarity of Purpose originality, freshness, clear aim,
set task 30
understanding of the genre
Where appropriate
Entire answer continuity
of argument, sequencing,
Ability to sustain the
Coherence of management of ideas, choice
response over the 30
delivery of references, use of examples,
entire answer
engagement with texts, control
of register and shape, creative
modelling
e.g. vocabulary, syntax,
Management and sentence patterns, paragraph
Efficiency
control of language structure, punctuation
of language 30
to achieve clear appropriate to the register,
management
communication use of lively and interesting
phrasing
e.g. levels of accuracy in
Spelling spelling appropriate to
Accuracy of
the delivery of the task, 10
mechanics
Grammar grammatical patterns
appropriate to the register

HIGHER LEVEL
APPENDIX 2
LEAVING CERTIFICATE: ENGLISH – HIGHER LEVEL
ASSESSMENT CRITERIA – GRADE GRID
DISCRETE CRITERIA:
100 marks H1 H2 H3 H4 H5 H6 H7 H8
100% 100-90 89-80 79-70 69-60 59-50 49-40 39-30 29-0
30% 30-27 24 21 18 15 12 9 8-0
10% 10-9 8 7 6 5 4 3 2-0
100% 70-63 62-56 55-49 48-42 41-35 34-28 27-21 20-0
30% 21-19 17 15 13 11 9 7 6-0
10% 7 6 5 4 4 3 2 2-0
100% 60-54 48 42 36 30 24 18 17-0
30% 18-17 15 13 11 9 8 6 5-0
10% 6 5 4 4 3 2 2 1-0
100% 50-45 44-40 39-35 34-30 29-25 24-20 19-15 14-0
30% 15-14 12 11 9 8 6 5 4-0
10% 5 4 3 3 2 2 1 1-0
COMBINED CRITERIA:
H1 H2 H3 H4 H5 H6 H7 H8
40 marks 40-36 32 28 24 20 16 12 11-0
30 marks 30-27 24 21 18 15 12 9 8-0
20 marks 20-18 16 14 12 10 8 6 5-0
15 marks 15-14 12 11 9 8 6 5 4-0
10 marks 10-9 8 7 6 5 4 3 2-0

HIGHER LEVEL
APPENDIX 3
REASONABLE ACCOMMODATIONS
Candidates presenting for examinations with the aid of a scribe or a tape recorder or a spell-check enabled
word processor and other candidates who have been granted an exemption in accordance with Circular
70/00 will have all parts of their examination in English assessed except spelling and written punctuation
elements.
In assessing the work of these candidates a modified marking scheme will apply as follows:
– Clarity of Purpose 30% (to be assessed)
– Coherence of Delivery 30% (to be assessed)
– Efficiency of Language (including grammar) 30% (to be assessed)
– Spelling and Written Punctuation 10% (not to be assessed)
This means, in effect, that these candidates will be assessed in all questions out of 90% of the marks available
for that question.
Marks awarded for each question on Paper I and Paper II will be transferred to the script cover grid of each
paper and totalled. As these totals were arrived at on the basis of a 90% application of the available marks,
a mark that can be converted into a grade is arrived at by dividing the total for each paper by 9, and adding
these marks to the original total in order to achieve a grand total for that paper.
Example:
Total for Paper 1 – 135
Divide by 9 = 15
Grand Total = 150
Fractions of marks are to be rounded down to the nearest whole mark.
Note:
In using Discrete Criteria consult the Assessment Grade Grid (Appendix 2) and apply the first of the three
criteria.
In using the Combined Criteria the following will apply:
– Questions valued at 40 marks are assessed out of 36 marks
H1 H2 H3 H4 H5 H6 H7 H8
36 marks 36-33 29 26 22 18 15 11 10-0
27 marks 27-25 22 19 17 14 11 9 8-0
18 marks 18-17 15 13 11 9 8 6 5-0
13 marks 13-12 11 10 8 7 6 4 3-0
9 marks 9 8 7 6 5 4 3 2-0

HIGHER LEVEL
APPENDIX 4
MISREADING OF INSTRUCTION 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 the 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
THERE IS NO ATTEMPT AT SHAKESPEARE (Higher level only)
Consider the following example:

– Single Text Persuasion = 40 ex 60
– Mark the comparative answer as per the marking scheme = 48 ex 70
– As there is no Shakespeare attempt, deduct one-third of the mark awarded for the Comparative
question (rounded down) – in this case 16 marks, giving an adjusted total of 32. This is now the final
mark for the Comparative answer.
– In the unlikely event that the fraction of marks to be deducted from the Comparative answer is greater
than the mark for the Single text, simply disallow the mark for the Single Text and allow the full, original
mark for the Comparative answer to stand.
– For example: Single text = 12 ex 60, Comparative = 48 ex 70 – Adjusted Comparative mark is 32 and 32
+ 12 = 44 i.e. 4 marks less than the original Comparative mark.
THE CANDIDATE RE-USES THE SINGLE TEXT AS PART OF THE COMPARATIVE ANSWER
– Mark the Comparative answer as per the Marking Scheme
– If the number of texts in a global (70 mark) answer is two (including the Single Text), deduct half of the
mark awarded.
– If the number of texts in a global (70 mark) answer is three (including the Single Text), deduct one-
third of the mark awarded.
– If the Single Text is used in one part of a two-part answer, deduct the appropriate fraction of the mark
awarded.

NOTES

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English (Option B), Leaving Certificate - Higher 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

Use of Codes etc.

Use the full range of marks available.

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

PAGE 2 OF 42 HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023

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

HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 3 OF 42

Candidates should range widely over the text provided.

Mark ex 15 by reference to the criteria for assessment.

Mark ex 15 by reference to the criteria for assessment.

Mark ex 20 by reference to the criteria for assessment.

PAGE 4 OF 42 HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023

Language should be descriptive and persuasive.

Mark ex 50 by reference to the criteria for assessment.

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

HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 5 OF 42

PAGE 6 OF 42 HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023

Reward evidence of the following:

Mark ex 50 by reference to the criteria for assessment.

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

HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 7 OF 42

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

PAGE 8 OF 42 HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023

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

HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 9 OF 42

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

PAGE 10 OF 42 HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023

1. “Morocco had brought colour to my sanitized English childhood.” (TEXT 1)

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

HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 11 OF 42

Mark ex 100 by reference to the criteria for assessment. 9

4. “They come, essentially, from daydreaming …” (TEXT 2)

Mark ex 100 by reference to the criteria for assessment.

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

PAGE 12 OF 42 HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023

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

HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 13 OF 42

Mark ex 100 by reference to the criteria for assessment.

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

PAGE 14 OF 42 HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023

Note 1 – RESPONDING TO DRAMATIC TEXTS

Note 2 – NO ANSWER ON A SHAKESPEAREAN TEXT

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

HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 15 OF 42

A. ALL THE LIGHT WE CANNOT SEE – Anthony Doerr

Code: N- for narrative stye

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

PAGE 16 OF 42 HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023

Code: FW- for free will

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HIGHER LEVEL ENGLISH | Pre-Leaving Certificate, 2023 PAGE 17 OF 42

Code: I - for not valued as individuals

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