WJEC ENGLISH LITERATURE

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disdain of what is occurring, due to his concerns for his own safety. The order the poems are presented was significant as well, with the finish on the rope’s perspective to leave the reader with an uneasy emotion, combined with the residues of violence. In addition, the rope’s addressing the victim as ‘you’ also seems to speak to the reader, placing the reader in an unusual position. The collection of poems attempt to represent the different perspectives of the significant events in America’s past, which is a constantly appropriate theme due to the perpetual racism which remains in modern society. 27
Principal Moderator’s Comments Creative Writing Response: A Lynching – 20 th October 1894 AO1 This is a creative response to the selected Faulkner short story in the way that the student has tried to go beyond the stimulus text by finding different viewpoints and different voices with which to treat the subject. The poem is carefully structured in six parts: part I setting the scene; part II giving the black man’s view-point; part III, the female accuser’s; part IV the lynch mob’s leader; part V, the bystander’s, caught up in the frenzy; and part VI, imaginatively giving the final part, the death, to the rope. On the whole, this works well and is effective because the different parts have been given distinctive forms and voices. Individual parts are also thoughtfully structured. For example, part I prepares the reader for the lynching by the repetition of the negatives and the contrasting section beginning with ‘Instead’. The shocking nature of what is to come is underlined by the effective images made of casual words in the next verse, words such as ‘twist in their hands’, ‘kept in pockets’ and ‘thrown around/like rolling dice’. Perhaps the play on eyes and moral blindness in the last verse of this section is more clumsily handled. Mostly the writer has a good sense of line, uses repetition effectively and some of the descriptions are especially vivid e.g. ‘under the spotted sky of ebony’. There are places where the writing is not so controlled; the last four lines of part III, for example, come close to doggerel – though the commentary attempts to justify this. The ending of the poem is very thoughtful; the rope as a parting lover, the shortening lines and then the quiet repetition of the opening line of this part. In places there is surely a degree of sophistication in the use of structure, form and language. Band 4 17/20 Commentary AO2 There is sound analysis and some evaluation of structure, form and language; however, the emphasis is on structure and form and it would have been useful to have had a little more close analysis of the effects of language. Although the claim is that the stimulus te xt inspired the response’s subject matter, there are also a few useful references to certain features of the stimulus text and the ways in which they have affected the style and narrative approaches of the poem. Band 4 AO4 This student refers to one Faulkner story whereas we would expect reference to more than one story. This approach limits discussion of the context of the stimulus text which is barely touched on in the commentary. Nevertheless, there is some discussion of the contextual influence of ‘Dry September’ and mention made of an influential newspaper article. What other ideas influenced the attitudes and intentions of the poem are only briefly touched on. And it would have been interesting to learn why someone who calls herself ‘usually a prose writer’ chose this long poem form. Generally, this commentary addresses AO2 effectively but pays less attention to AO4. Low Band 3 Commentary mark 15/20 Final Mark 32/40 Low Band 4 28
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 and 16: is perhaps not as acute as Victor
Page 17 and 18: Principal Moderator’s Comments Ho
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: Commentary Having read William Faul
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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