Examiners Reports for English Lit

Poetry - Unseen


Sound devices are often considered to be an important feature in poetry,
describe the effect and use of sound devices in this poem.
The term "sound devices" (as stated both above and in previous Reports)
intends alliteration, assonance, onomatopoeia, sibilance and consonance.
Rhyme is also an acceptable topic. Caesura, end-stopping, enjambment
and like kinds of technique are interesting, but not relevant in this case.
Very many answers focused very generally on "ring", "ringing", "hush"
and "trudge", without ever labelling these items or having any sense that
they did something other than "reflect sounds" for instance. This said, the
level of evaluative comment continues to improve - there is now far less
of the "it makes the poem flow better" / "it makes the poem song-like"
(based on the Sample materials) style of analysis. A lot of students wrote
impressively, for instance, about the hissing effect engendered by Kay's
use of sibilance.

There are a number of key features that we bear in mind when we consider poetry. (a)
Rhythm and metre are often considered to be important features in poetry.
Discuss the use and effect of rhythm and metre in this poem
The instruction here was to write about rhythm and metre. It was surprising to
see so many responses which virtually ignored that, opting instead for
commentary on rhyme, which led to 0 or 1 out of 5 in the main. Where the
starting point was specific (i.e. a focus on the poems iambic foundation), the
general result tended to be 3, 4 or 5 out of 5. Centres may wish to revisit this
teaching point. It remains true that, inspired by the template provided by the
Sample Materials for 6ET01, some candidates default to evaluating the effect of
the specified device as song-like or lyrical. This has been far less true of most
of the poems so far set for the live exams than it was of the Yeats example in the
starter pack.









There are a number of key features that we bear in mind when we consider poetry.
Sound devices are often considered to be an important feature in poetry.
Discuss the use and effect of sound devices in this poem
The instruction here was to write about sound devices. This task had been set in
January 2009, so there was a precedent for it. What was intended was write
about alliteration, assonance, sibilance and so on.. It was surprising to see so
many responses which did not do this, opting instead for general remarks about
words such as whisper and cried. This was likely to lead only to 1 or 2 marks
out of 5. Where the starting point was specific technical comment, the general
result tended to be 4 or 5 out of 5. Centres may wish to revisit this teaching point.






In poetry, mood and tone are developed in different ways.
Using your knowledge of poetry, discuss what you think the mood and tone in this
poem are and comment on the ways in which they are developed.
There was some good discussion of mood and tone with many responses
identifying the nostalgic, wistful or melancholic aspect of Maiden Name. Less
certain, however, was the ability to see how language choices, imagery and
contrast, for example, established and developed these features. Some students
identified more subtle nuances in the poems later phase and even where their
assertions were more questionable, they tended to be credited for ambition and
sophistication of understanding.



There are a number of key features that we bear in mind when we consider poetry.
Rhyme is often considered to be an important feature in poetry.
Discuss the use and effect of rhyme in this poem.
Simply identifying the rhyme scheme was not enough to gain above 1 mark.
Generally, some kind of further discussion about specific words, for example
mooring and boring and the impact of these was required. Many candidates made
good assertions about the way in which the rhyme reflected monotony,
satisfaction, regularity or comfort; others were able to associate the pattern with
pace and drew conclusions relating to the measured approach achieved by both.
There was quite a lot of often-irrelevant digression into commentary on
punctuation.

There are a number of key features that we bear in mind when we consider poetry. (a)
Rhyme is often considered to be an important feature in poetry.
The instruction for this task was to write about rhyme. Many candidates
were able to identify the ABBA pattern and a large proportion could see
that it might reflect the constancy of the machines existences or generate
emphasis on certain key words such as use and abuse. There was
some apposite discussion of the effect of half rhymes such as lawn and
gone. Some candidates saw that the rhyme might be adding to tone,
mood or voice with occasional answers focusing interestingly on the idea
that, in places, the rhyme was forced and created mild humour. It
remains true that, inspired by the template provided by the Sample
Materials for 6ET01, some candidates default to evaluating the effect of
the specified device as song-like or lyrical. This has been far less true of
most of the poems so far set for the live exams than it was of the Yeats
example in the starter pack.

Poets often make use of imagery.
Using two examples from this poem, explore the poets use of imagery.
The question on imagery was successfully managed, on the whole. Candidates were
able to comment on Copes use of simile, metaphor and personification, for
example, in an informed and intelligent manner, many choosing to discuss the
images of the cabbage and the garden as central to the poems meaning and
effect.



Tone is an important aspect of poetry.
Using your knowledge of poetry, discuss the methods used to create tone in this poem
and their differing effects.
This task proved to be a differentiator here. Many candidates were able to pick out
the colloquial or conversational aspects, but were less successful in getting to grips
with what the tone actually was a significant proportion labelling it as, for
example depressed, which they then struggled to substantiate. As ever, many
simply repeated what they had said in either Q1a or Q1b and consequently
achieved marks in the lower band. It is suggested that if students wish to return to
a discussion of techniques which they have already covered in previous tasks when
answering the third part of this section, they ensure that they pick on different
examples.

In poetry, narrative voice is created in different ways. Using your knowledge of
poetry, comment on narrative voice in this poem and the ways in which it is
developed.
There was some good discussion of narrative voice, with many responses
identifying the nostalgic, wistful or melancholic aspect of The Machines
Mourn... This said, several candidates were unable to get much beyond
the deployment of the first person. Even when they did move into
considerations of rhetorical features or irony, candidates' answers would
have been more effective if they had exemplified, however briefly. The
importance of reading the title of the poem carefully was borne out clearly
in the candidates who thought that the collective we of the narrative
voice was that of soldiers, children, ghosts, sacked workers and so on.


Poets often make use of imagery.
Using two examples from the poem, explore the effect of imagery in the poem.
Imagery was a much less troubling concept it appeared. Responses tended to do
well with identification and analysis, even when they were not specific about
metaphor, for example. There was a lot of sound or better writing relating to a
cracked bell and a torn heart.


In poetry, themes are explored in different ways.
Using your knowledge of poetry, discuss what you think the themes in this poem are
and comment on the ways in which the poet develops them.
Here too, most students had little difficulty in spotting that loss, childhood and
memory could be regarded as themes of the poem. Credit was also given to
intuitive and creative thinking leading to valid answers beyond the obvious
examples and the indicative content outlined in the Mark Scheme. Discussion was
often well supported by analysis of language and exemplification, though there
remains some confusion about the distinction between theme and motif
perhaps.












Poetry Work Anthology

The best writing about work asserts that it is character-building. Compare and
contrast at least two poems in the light of this statement.
The assertion regarding character building provoked some interesting
responses, with relatively few answers challenging the proposition
directly. Less well developed essays often ignored the statement and
simply compared descriptions of work from various texts. Toads was an
obvious popular choice, both from Here to Eternity and from the Oxford
Anthology, often paired with The Chimney Sweeper for example.

The dignity of honest toil is always worth celebrating.
Compare and contrast at least two poems in the light of this statement.
The assertion re: the dignity of honest toil (being) always worth
celebrating provoked some interesting responses, with many answers
challenging the proposition directly. There was a lot of good and
powerfully felt remonstrance centring on Harrisons portrayal of Patience
Kershaw in Working, for instance. Some candidates ignored the statement
and simply compared descriptions of work from various texts. Toads was
an obvious popular choice, both from Here to Eternity and from the
Oxford Anthology, and often paired with The Chimney Sweeper for
example.

The best writing about work depends on conveying a really vivid sense of the
workplace as well as describing the work itself.
Using one of the following poems as a starting point, compare and contrast how poets
present work in at least one other poem, in the light of this statement.
Elma Mitchell Thoughts After Ruskin (Here to Eternity)
The suggestion that the best writing about work depends on conveying a
really vivid sense of the workplace as well as describing the work itself
was intended in part to steer candidates away from straightforward
narration. To a point, this was achieved. However, several candidates
presented elements of or sometimes a complete prepared response
which did not relate to the question. This was especially the case of
Thoughts After Ruskin where many candidates skipped the task almost
completely and wrote about gender representation. Candidates must be
reminded that they need to focus on the task to access marks.

The creation of vivid imagery is vital to the success of any poem about work. Using
one of the following poems as a starting point, compare and contrast how poets use
imagery in at least one other poem, in the light of this statement.
The Great Palaces of Versailles, Rita Dove (Here to Eternity)
Candidates seem to be a little more confident each session in writing
about imagery. The most popular (and generally the most successful) of
the named poems seemed to be The Great Palaces of Versailles, often
compared with Thoughts After Ruskin. Most candidates accepted the title
assertion without challenging it. A key distinguishing factor tended to be
the understanding of the sensory appeal of the images. There were some
very sophisticated responses, which offered evaluative comparisons of the
images in their chosen poems.


The best writing about work is simple...and celebrates the simplicity of work. Using
one of the following poems as a starting point, compare and contrast how poets
present work in at least one other poem, in the light of this statement.
Elaine Feinstein Father (Here to Eternity)

Here the comments of a member of the examining team are reproduced:
"Some good answers looked at the way some poems appear simple, but
are carefully constructed
to appear so, for instance, Father. Some effective arguments were built
around the pastoral idyll of Haymaking contrasted with the brutality of
agricultural work evoked
in Tractor. There appeared to be some genuine engagement with this
topic, blending personal perspectives with detailed textual reference.
Some candidates were clearly versed in romanticism, and productively
contextualised Solitary Reaper and Haymaking.". It should be added
that although contextual placement and discussion can be a useful
supplement to an answer, AO4 is not being assessed here and therefore
endless summaries of background materials are not productive.





Poets writing about work make their points more effectively by adopting a negative
tone.
Compare and contrast at least two poems in the light of this statement.
Larkins Toads appeared as one of the chosen texts in a high proportion of
responses. Small clusters of answers were very similar in terms of content (same
two poems, same key points made in the same order) which might have reflected
over-preparation of sample answers in some centres. Even in these instances,
however, candidates were able to differentiate themselves by their quality of
argument and analytical focus on poets presentation/method.

Poets writing about work appear to be mourning a lost way of life.
Using one of the following poems as a starting point, compare and contrast how poets
present a lost way of life in at least two poems.
R S Thomas Iago Prytherch (Here to Eternity)
Here, not all candidates distinguished fully between personal elegy and the passing
of a way of life, but still very many treatments were sensitive and appreciative.
Hopkins was the most popular of the named poems. Candidates examined his dense
verbal texture, and some extended their argument effectively into the role of the
priest as well as the farrier. The Forge was a popular companion piece here, well
integrated with the question, though very few addressed the possibility that
Heaney is offering The Blacksmith as an extended metaphor for The Poet.



Poems about work are usually striving to tell us of its moral significance good or
otherwise.
Compare and contrast at least two poems in the light of this statement.
Answers on the moral significance of work were often based on The Chimney
Sweeper, Toads, Toads Revisited, Epitaph on an Army of Mercenaries,
Miners or Felix Randall for example. There was a good sense of what was
intended in the question, though not always sufficient attempt to engage with the
good or otherwise aspect of the stem. As elsewhere, simple narrative recount,
linear structure (as opposed to more genuinely comparative approaches) and verse
by verse commentary hampered less effective responses.

A dark tone and mood tend to be the hallmarks of effective poems about work.
Using one of the following poems as a starting point, compare and contrast how poets
present work in at least one other poem, in the light of this statement.
The named poems Tractor and Money predominated here, often supported by
Larkin or Owen. (D)ark tone and mood was clearly understood and there was a
good deal of sound and purposeful discussion, though it was not always as well
directed to the how (my italics) poets present work element of the task. Diction,
imagery, contrast, voice and other poetic techniques were often under-
represented therefore.












Wuthering Heights and The Color Purple




The idea that what society thinks matters is hugely significant in this story.
Explore the methods writers use to present the idea that what society thinks matters.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument, in the light of this statement.



The use of contrast is essential in adding colour to the narrative.
Using Wuthering Heights page 68 as your starting point, from Catherine and he were
constant companions still, at his seasons of respite from labour; to she had failed to
recover her equanimity since the little dispute with Heathcliff. on page 71, explore
the ways in which writers use contrast to create interest for the reader.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument, in the light of this statement.


Most candidates were able to see the significance of contrast in Wuthering
Heights and leapt straight on to the obvious examples in setting and
characterization, for example. As ever, there was a divergence in practice
between those who made extensive use of the set passage and those who
took the starting point injunction literally. Both approaches can work,
though it is usually more politic to devote some time at least to closer
textual analysis of the specified excerpt.





A powerful exploration of what makes us who we are.
Explore the methods writers use to present ideas about who we are, in the light of
this statement.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument.
This question proved highly popular and allowed for a very wide range of
response. Many candidates concluded that it is our formative experiences
that make us who we are and focused on the representation of childhood
in both "Wuthering Heights" and "The Color Purple". Others took the view
that other people make us who we are ("'I am Heathcliff'!" was often a
starting point here). This argument could be easily extended into both of
the other prescribed texts, particularly "The Scarlet Letter" where the
symbolism of the "A" was widely discussed in the context of the society
that branded the heroine with it. However, the most fruitful of the lines of
discussion available seemed to be the view that it is love which makes us
who we are and there was plentiful harvesting of this notion. Obviously all
three texts can be interpreted as powerfully exploring this idea and much
fine analysis ensued.

It is the lesser figures who generate much of the readers interest in this tale.
Using Wuthering Heights page 172 as your starting point, from My dear young
lady, I exclaimed, to and where she meant to go, as she refused remaining with
us? on page 173, explore the ways in which character is developed to create interest
for the reader.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument, in the light of this statement.
The extract from "Wuthering Heights" had as its primary interest Isabella
Linton and there was much discussion of her role and its significance.
Other answers dealt with Lockwood and Nelly Dean and their parts in
presenting the narrative. Yet further candidates chose to consider the
younger generation in the novel and what they represent. "The Color
Purple" similarly offered much for students to investigate and there was
some interesting work on Squeak, Harpo and Sophia, for instance. "The
Scarlet Letter" also had enough in it, to take the evidence of the
responses provided, to generate room for argument. Pearl (not always
accepted as a lesser character, however) was a source of some interest,
as was Roger Chillingworth. It is true to say that very many answers took
serious issue with the terms of the task and also that this often led to
wholly good work, however the proviso must be made that the best
responses at least acknowledged the potential for interest generated by
some of the minor characters before moving into wholesale disagreement.
A vivid and detailed exploration of human passions. Explore the methods writers
use to present human passions.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument.
This proved a very inviting question - the book is wallpapered with passions both
positive and negative. Most candidates considered Catherine and Heathcliff, of
course, but there were also interesting discussions of Heathcliffs capacity for
hatred and passion for revenge; of their passionate love of the natural world; and
in general of the sheer intensity of all the human emotions on display. Even
Josephs religious fervour was examined thoughtfully as a source of black comedy
for Bronte, and the reading of Edgar as dispassionate and effete was challenged
with some success. The question specifies methods, and candidates provided
focused discussions of Brontes use of dialogue, imagery, motifs and violent and
infernal action. The Color Purple was most often used to extend the argument
and here too, there was a wealth of detail for candidates to mine.





Setting is an essential part of the interest of Wuthering Heights.
Using Wuthering Heights page 4 as your starting point from Wuthering Heights is
the name of Mr Heathcliffs dwelling, to But, Mr Heathcliff forms a singular
contrast to his abode and style of living. on page 5, explore the ways in which
writers use setting to create interest for the reader.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument.

This was a popular and often successfully handled task. Candidates tended to
analyse the prescribed passage in some detail, often pointing out the foundation of
a Gothic atmosphere. The structural contrast between the Heights and the Grange
was widely understood; the atmosphere and importance of the moors was
elucidated with some telling detail; and the final paragraphs of the book, with all
passion spent, were appreciatively analysed. The Colour Purple was the usual
secondary text, though comments were often quite generalised and looked rather
thin alongside the detailed treatments of Bronte.


The vivid and striking presentation of unusual love is essential to the books
effectiveness.
Explore the methods writers use to present unusual love, in the light of this statement.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument.




It is really only the male characters who provide the interest...
Using Wuthering Heights page 329 as your starting point from He did not quit the
house again that afternoon, and no-one intruded on his solitude, to If you enter the
kirkyard, youll read on his headstone only that, and the date of his death. on page
330, explore the ways in which the male characters are developed to create interest for
the reader, in the light of this statement.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument.

The invitation to write about male characters proved an appealing one for
a reasonable number of candidates in the overall context of the exam.
Heathcliff drew much of the interest, as might have been expected, but
there was some discussion of Linton, Hareton and Hindley as well. A
proportion of candidates decided that the assertion in the question simply
wasn't true and that the female characters were by far the more
engaging. Accordingly, they wrote about Catherine the elder and
Catherine the younger, as well as Isabella occasionally. This was not an
unacceptable strategy as long as there had also been some consideration
of their masculine counterparts at least.
The supporting texts were similarly handled, though there was less
effective appreciation of how both Hawthorne and Walker introduced and
developed male figures in their narratives. Indeed, the primary strategy
was to disagree with the proposition regarding both "The Scarlet Letter"
and "The Color Purple", and launch straight into discourses on Hester or
Celie. Whilst there is obviously less interest in the male characters in the
secondary texts, they still present interesting possibilities for the reader
and if dealt with candidates could gain additional marks.
The primary interest here is a morbid fascination with how the characters manage to
survive their experiences.
Explore the methods writers use to present the idea of survival.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument, in the light of this statement.

Heathcliffs survival was the predominant matter for discussion amongst
candidates opting for this question, though other members of the Wuthering
Heights cast came in for consideration, naturally enough. The Color Purple
remains overwhelmingly the most popular supporting text and there was some
undoubted enthusiasm for writing about Celies struggles. Indeed, some candidates
developed their arguments using the second novel almost equally to the first and
centres are reminded that as long as the discussion remains relevant and
interesting, this is not a problem there is no necessary ratio of text use for
Section C. The Scarlet Letter pops up occasionally and this session was no
exception. Hester Prynnes travails made good material for this task.



This is a bleak and hopeless tale.
Using Wuthering Heights page 167 as your starting point, from I dont know if it be
a peculiarity in me, but I am seldom otherwise than happy while watching in the
chamber of death, to Oh, God! it is unutterable! I cannot live without my life! I
cannot live without my soul! on page 169, explore the ways in which tone and
mood are developed to create interest for the reader.
In your response, you should focus on Wuthering Heights to establish your argument
and you should refer to the second text you have read to support and develop your
line of argument, in the light of this statement.

As regards the core text, Yes it is. was much the most favoured option amongst
students who chose to contemplate whether or not (t)his is a bleak and hopeless
tale. Wuthering Heights proved itself utterly downcast for the great majority
(though The Color Purple was less depressing once you got beyond the
shuddering misery of the opening sections, students conceded). Though not terribly
subtle, this question was supposed to have some room for manoeuvre. Most
answers got straight into high gear agreeing with the terms of the task and never
looked back, perhaps missing an opportunity. Again The Scarlet Letter was rarely
treated, but its tone and mood are rich sources of contemplation.