WJEC ENGLISH LITERATURE

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The monster is judged by all who come across him; Victor exclaims that on first seeing his creation “breathless horror and disgust filled (his) heart”. Victor is rendered speechless by his own work and we understand just how repulsively deformed this being is. The De Laceys are also guilty of rejecting the monster; the monster is attacked by Felix, causing him to lament that his, “heart sunk within (him) as with bitter sickness”. The language used by Shelley to describe the monster and his experiences convey a sense of the desolation of his existence and suggest a critique of the ways in which society judges according to appearance. Like the monster, John is destined to always been an outsider; he is judged on the reservation and in the World State and his experiences demonstrate the corrupting influence of society. The death of John’s mother is undignified; Huxley’s describes the ward as “maggoty” with children that “swarmed” and “crawled”. The insect imagery used to describe the children suggests the debasing and demeaning nature of the World State and the corrupting influence of the popular culture and America. John’s experiences of the shallowness of the World State serve to heighten our understanding of the pitiless society that the monster inhabits. It is perhaps also true that, through the monster, Shelley presents us with a symbol of the French Revolution; a “man” who suffers extraordinary social injustice and eventually rebels agains t that injustice in bloody revolt. It is hard to know whether Shelley is presenting these revolutionary ideas as inevitable and desirable, but certainly we can understand the degrading and humiliating experience of rejection. The monster learns the injustice of humanity, sheltering in the hovel, and, it could be argued, is made monstrous because of his education. The monster’s suffering is made most clear at the end of the novel when he speaks with Walton. Until this point, the monster has not even been afforded his own voice; his story being embedded in the narratives of Victor and Walton. At the close of the novel, Shelley en courages us to understand that the monster’s suffering has been greater than Victor’s. He states that his heart was “fashioned to be susceptible of love and sympathy” but was “wrenched by misery to vice and hatred” and he describes the “torture” of the change. The monster’s language is eloquent and convincing and here he reveals to the reader that the change in character was experienced as physical torment and agony. In the same way, John’s final suffering is made clear when he is made the subject of the detested “feelies”; a final shameful betrayal by society. We understand that John has suffered, but he is nonetheless an extremely flawed character. Like Victor, John is unable to form relationships, attacking Lenina. He is often characterized as rather arrogant, even though he often misunderstand his reading, muddling Puck and Ariel and failing to learn from his reading of “Othello”. Ultimately it is Shelley’s character who conveys a true depth of suffering. The monster declares, “even that enemy of God and man had friends and associates in his desolation; I am alone”. The allusion to Satan’s fall and suffering characterizes the monster as the true sufferer of this novel and John’s experiences only serve to heighten our appreciation of the monster’s true torment. 15
Principal Moderator’s Comments How does Shelley present suffering in ‘Frankenstein’? In the course of your answer you should refer to ‘Brave New World’. Th e set task gives the candidate a clear focus for the essay and foregrounds ‘Frankenstein’ as the core text. Explaining the role of the partner text might have been more helpful as would giving the student something more to consider rather than merely ‘How does Shelley present…’. Considering the significance of suffering would allow some focus on the second part of AO3. A better worded task might be: Explore the presentation and significance of suffering in ‘Frankenstein’. In the course of your answer, consider the ways in which ‘Brave New World’ illuminates your understanding of the core text. AO1 Despite too much discussion of the partner text, the essay is well organised and structured and reads fluently. Terminology and concepts are clearly understood and confidently considered. The attention given to character rather than to suffering on the whole weakens this AO a little as it loses some focus as a consequence. The essay is rather long (approximately 400 words over the suggested limit) and this compromises the quality of the essay as it lacks the close focus required. This, again, could be tackled through giving less space to the partner and some added development to some ideas in discussing ‘Frankenstein’. Band 4. AO2 There’s some very good analysis of language throughout, exploring how meaning is created. Moreover, some of Shelley’s and Huxley’s techniques to present suffering are considered and evaluated, particularly in terms of the characters. This leads to some good response to implicit meanings while the candidate also reveals an overview of some of the ideas, such as Victor’s presentation as the ‘quintessential Promethean rebel’ for example. There is a tendency for the essay to read as a character study rather than as an essay on suffering in ‘Frankenstein’ which affects the quality of the overview. There is little on structure which could be explored through some consideration of narrative technique. The space given to ‘Brave New World’ weakens the analysis of the core text where ideas are, at times, left undeveloped. The essay’s third paragraph is a good example of this lack of detail on the core text. Low Band 4. AO3 Throughout the essay the candidate seeks to make relevant connections between core and partner texts and comparisons can be intelligent and thoughtful, showing some awareness of how the partner text illuminates ‘Frankenstein’. Comments such as ‘John’s experience helps us to understand the depth of Victor’s suffering’ with the analysis that follows on ‘Frankenstein’ offer a good example of how the relationship between core and partner can be developed. It is a pity that the exploration on ‘Brave New World’ is too detailed as it doesn’t always serve to highlight the core text, almost becoming a separate discussion. This candidate makes clear and confident judgements and offers some alternative readings of the text while absorbing some critical opinion. There could be some more detail here again as with the idea of the monster as a symbol of the French Revolution. Low Band 4. AO4 This is the strongest aspect of the essay with specific and productive connections being made between texts and contexts. There is a sound appreciation of the significance and influence of ideas such as the Romantic Hero, the French Revolution and the ways that the authors criticise society. The discussion of the scientific contexts of both texts is particularly illuminating as the partner text is used here to illuminate the understanding of the core. High Band 4. Final Mark 34/40 Band 4 16
Page 1 and 2: GCE TEACHER GUIDANCE LT2 Internal A
Page 3 and 4: from the collection were considered
Page 5 and 6: Applying the assessment objectives
Page 7 and 8: • pastiche • modernising origin
Page 9 and 10: LT2 SECTION A: PROSE STUDY Candidat
Page 11 and 12: power. She again becomes an object
Page 13 and 14: LT2 SECTION A: PROSE STUDY Candidat
Page 15: is perhaps not as acute as Victor
Page 19 and 20: How do Kate Chopin and Anne Bronte
Page 21 and 22: with a violent husband, whereas for
Page 23 and 24: LT2 SECTION B: CREATIVE READING Can
Page 25 and 26: Next day, my fate arrives. The rope
Page 27 and 28: Commentary Having read William Faul
Page 29 and 30: Principal Moderator’s Comments Cr
Page 31 and 32: Foolish Affairs Dearest John, I kno
Page 33 and 34: Commentary “Like giving into the
Page 35 and 36: are brought to question: when Jo sp
Page 37 and 38: LT2 SECTION B: CREATIVE READING Can
Page 39 and 40: Commentary At first, this short sto
Page 41 and 42: Appendix 1 LT 2 SECTION B: Guidance
Page 43 and 44: AS ENGLISH LITERATURE LT2 Section A

WJEC ENGLISH LITERATURE

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