WJEC ENGLISH LITERATURE

More documents

Recommendations

Info

Principal Moderator’s Comments Creative Writing Response: Foolish Affairs AO1 This is quite a shaped response; as the letter develops, so more is revealed about the writer’s reasons for excitement and for being in love with Cambridge. It begins with pleasantries and an account of the place and then becomes more personal and self- This is also thoughtfully structured in terms of its position as the opening of the revealing. novel. Some questions about the past are raised and suggestions of what might be foreshadowed offered. The language seems deliberately chosen for a purpose. We learn from the commentary, that the language is meant to reveal a rather pretentious and immature person and, to some extent, this is achieved. The problem is that the formality is overdone and the language does not give the reader a sense of the period in which this novel might be set. The reference to ‘the war’ suggests the setting is contemporary but there are few clues to this in the style of the letter writer. There are also few details in the descriptions of the place which suggest the contemporary world. The description of Cambridge is rather generalised and vague. There is an interesting use of similes, some more successful than others. Despite the explanation in the commentary, the reference to ‘Saint Christopher’ remains unconvincing. The writing is controlled, and generally accurate and clear. Low Band 4 16/20 Commentary AO2 This commentary is in excess of the suggested word count. There is detailed analysis of the language of the core text and its effects, supported by the confident use of terms such as personification, similes and symbolism. There is also evidence that the writer has thought ab out how this letter might function as the opening to a novel, so there is some attention to structure. However, there could have been more attention given to the structure of the letter itself. It is not quite clear how the ‘untrustworthy narrator’ has been achieved. There is a tendency in the commentary to read more into the effects of the writing than might actually have been noticed by the reader. Although the emphasis quite rightly falls on the student’s own writing, there could be a little more reference to features of the stimulus text and how they might have influenced the creative response. High Band 3 AO4 There is an emphasis on Cambridge as a contextual influence on the style and ambience of the letter. Though the descriptions are rather vague and generalised and one doesn’t get much of a sense of Cambridge as a real place. The commentary suggests this is deliberate to some degree (to reveal aspects of the letter writer’s personality and as part of the Romance theme), nevertheless it is hard not to imagine that someone actually in Cambridge wouldn’t be more aware of the present realities of the place. Perhaps some research would have helped here. Generally, the commentary concentrates on AO2, so that there is much less attention to the contextual influences on the writer’s ideas and style. There is also no mention of the context of the stimulus text. More could also have been written about the contextual influences of the stimulus text on the creative response. This is the weaker of the AOs. Band 2 Mark for Commentary 12/20 Final Mark 28/40 Band 3 35
LT2 SECTION B: CREATIVE READING Candidate C Stimulus text: Fitzgerald: The Great Gatsby 36
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 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: are brought to question: when Jo sp
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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?