Examiners Report January 2009

GCE

GCE English Language & Literature (6381)

Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH

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January 2009 Publications Code UA020866 All the material in this publication is copyright Edexcel Ltd 2009

Contents

1.

6381 Examiner Report

Edexcel Limited January 09 GCE 6381 English Language & Literature Examiner Report

 Edexcel Limited January 09 GCE 6381 English Language & Literature Examiner Report

ii

Section A Overall, there was more evidence of careful application of frameworks and thorough learning of technical terms than in the summer. Most candidates responded to this section using a variety of technical terms, which they applied correctly. Many wasted time carrying out a systematic comparison of the two texts, even though comparison does not appear in the marking criteria, nor does the question direct them to compare. Some used technical terms and drew conclusions about their effect but did not offer examples. This hindered them considerably. As always, the strength of the links between technical term, quotation and effect differed between candidates and proved to be a key factor in differentiating between grade bands. Spelling is still a problem. Many candidates did not distinguish between micro pauses and timed pauses, and this led to them generalising about the reason for any pause being to gain thinking time. Many candidates still saw non-fluency features, dialect and non-standard lexis as indicators of a level of education, class or even morality rather than common features of informal spontaneous discourse. However, there was clear discrimination between Giselle and Emma and some good understanding of the partly-scripted (because professional) utterances of the police officer (who was often referred to as the police). Many candidates speculated, with good evidence, as to whether Giselle and Emma were hiding something or possibly attempting to mislead the police officer. Most candidates still concentrated more of their efforts on text A, possibly because of time management issues. However, there were some very sensitive responses which recognised that Magwitch, though appearing threatening, was actually concerned for Pip. There was evidence that those candidates who were not familiar with Great Expectations were able to reach the same conclusions as those who were when they applied careful analysis to the text, which was rich in features on which to comment. Most candidates recognised the thematic link between the two texts. Section B Q2(a) This was a popular question and responses were generally competent. Integration of language terms with literary features was improved since summer. Candidates found plenty to write about. Q2(b) These responses were very similar to the responses to 2a in quality and often, in ranging through the play, used the same scenes. Q3(a) The best responses addressed each character in turn and consequently found features that distinguished between them. Weaker candidates repeated themselves and generalised about the mens reactions to Hero in the denunciation scene. Q3(b) Candidates examined different kinds of love, including the love between family members, love of friends and love of honour as well as the more obvious comparisons of romantic love between Hero and Claudio and Beatrice and Benedick. There was plenty of evidence of a confident knowledge of the text.

Edexcel Limited January 09 GCE 6381 English Language & Literature Examiner Report

Q4(a) There were many very descriptive responses to this question. Many responses noted the humour of the situation, but lacked analysis. Q4(b) Weaker candidates tended to simply agree with the question and that left them with little to say. They concentrated on the formality of the characters speech and missed opportunities to address (for example) Chasubles unexpected innuendo or the features that contributed to Lady Bracknells authoritative tone. Q5(a) There were many detailed, confident answers to this, including dramatic features like the symbolism of the door and the Christmas tree and ranging widely through the play. Understanding of the reversal of roles was clear and used observation of changes in Noras language to very good effect, for example comparing her child-like language earlier in the play to the imperatives in this scene. Q5(b) The better responses came from candidates who looked at parent/child relationships throughout the play, for example Dr Ranks illness and Christines deliberate childlessness. Weaker answers (of which there were few) concentrated only on Doras relationship with her children and speculated about the reasons for her failure to engage fully with them. Q6(a) and (b) and Q7 (a) and (b) There were too few responses on The Rover and Trelawny of the Wells to provide meaningful feedback

Edexcel Limited January 09 GCE 6381 English Language & Literature Examiner Report

English Language & Literature 6381 Grade Boundaries

Paper No 01 Max Mark 100 A 64 B 56 C 48 D 41 E 34

Note: Grade boundaries may vary from year to year and from subject to subject, depending on the demands of the question paper.

Edexcel Limited January 09 GCE 6381 English Language & Literature Examiner Report

Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone 01623 467467 Fax 01623 450481 Email publications@linneydirect.com Order Code UA020866 January 2009 For more information on Edexcel qualifications, please visit www.edexcel.com/quals Edexcel Limited. Registered in England and Wales no.4496750 Registered Office: One90 High Holborn, London, WC1V 7BH