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LANGUAGE AND LITERATURE IN ENGLISH
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Cambridge Advanced International Certificate of Education. 0397 Language and Literature in English November 2011. Principal Examiner Report for Teachers, answers summarised a comparison between a simple country girl and a prostitute Few answers. explored the poem s ambiguities in its use of the word ruined. Question 3 Songs of Ourselves, a There were some strong answers to this question based on appropriate choices of poems which. were discussed sensitively The most obvious choices were My Parents Praise Song for my. Mother and Follower though other poems were used with some success The different attitudes. towards parents were explored with thoughtful comments on retrospective judgement The most. successful looked closely at how the narrative standpoint was created and analysed the effects of. the poets choices of diction imagery and structure. b Sassoon s Attack drew a large number of responses most of which engaged very positively with. the poem There was lively comment on a number of the poem s features such as personification. repetition and the choices of verbs and adjectives Some answers explored creation of setting and. mood in the first 4 lines and many candidates made reference to the final plea to Jesus. demonstrating the tone of desperation The First World War context was usually well understood. with appropriate references to trenches and going over the top. Question 4 Charlotte Bront Jane Eyre, a Less confident answers to this question were characterised by narrative summary sometimes. focused on a few occasions where Jane is seen to be suffering The question of suffering as an. essential part of Jane s development was often more elusive and this proved to be an important. discriminator between the answers The most confident candidates were able to match very. detailed knowledge of the text to the question posed considering ways in which Bront shows in. the structure of the narrative that episodes of suffering develop aspects of Jane s characterisation. b The passage describing St John Rivers was a popular option Strong answers often began with. narrative perspective and the effects of mediation through Jane s eyes and went on to explore the. language of the extract The paradoxes between St John s kindly actions and his forbidding. manner provided much to comment on candidates noted phrases such as more of gloom than. pleasure and the triples compressed condensed controlled and election predestination. reprobation The most successful answers considered not just the words and phrases but also. explored the cumulative effects of such language,Question 5 Tsitsi Dangarembga Nervous Conditions. a Most answers were appropriately focused on different kinds of independence from patriarchal. society from female oppression from educational inequality and from colonial influences to name. a few examples The most successful answers were rooted in detailed knowledge of the text and. discussed literary features in detail as well as dealing with ideas of independence. b Candidates recognised the important features of this passage and the best answers considered the. question carefully Some focused on Tambu s observations others on Babamukuru s household. while the strongest discussed Dangarembga s presentation of Tambu s responses as prompted by. the question wording Such answers considered the narrator s acknowledgement of her ignorance. of bedclothes for example and her sense of excitement in the novelty of the School uniform. and the luxurious breakfast,Question 6 Stories of Ourselves.
a There were few responses to this question those seen by Examiners tended to rely on narrative. summary rather than on change and effects However the question enabled some candidates to. write in thoughtful ways about the endings of stories such as To Da Duh in Memoriam Of White. Hairs and Cricket Tyres and Sandpiper Successful answers considered the effect of the. endings on the reader taking into account the events or characterisation in the preceding story. The poignancy of the conclusions of these stories was particularly appreciated and effectively. Cambridge Advanced International Certificate of Education. 0397 Language and Literature in English November 2011. Principal Examiner Report for Teachers, b There was a wide range of responses to this question Essays generally featured sound comments. on setting and character with some discussion of Muni and his wife as individual characters A. number of answers though did not explore the dynamic of their relationship and the question s. focus on the extract as an opening to the story was often insufficiently considered Successful. answers looked closely at Narayan s language and its effects taking into account the later. development of the narrative,Question 7 Peter Shaffer Equus. a Too few answers to make a general comment appropriate. b Too few answers to make a general comment appropriate. Question 8 William Shakespeare Henry IV Part 1, a Too few answers to make a general comment appropriate. b Too few answers to make a general comment appropriate. Question 9 Tennessee Williams A Streetcar Named Desire. a A number of responses to this question provided general character studies of Blanche rather than. considering the development of the play and the question of the inevitability of her fate More. successful answers demonstrated sound knowledge of the play and considered ways in which. Williams s dramatic methods suggest the fragility of Blanche s illusions and hopes. b Strong answers to this question focused on the effects of stage directions as well as dialogue in. Williams s characterisation Successful candidates considered the performance possibilities and. indications of joyfully springs up feverish vivacity spasmodic embrace and a little drily for. example Many candidates focused rather more on Blanche than on Stella which sometimes led. to imbalanced answers and suggested a lack of awareness of how each character s dialogue and. action also reveals something about the other, Cambridge Advanced International Certificate of Education. 0397 Language and Literature in English November 2011. Principal Examiner Report for Teachers,LANGUAGE AND LITERATURE IN.
Paper 0397 12,Poetry Prose and Drama,Key Messages, Candidates should know their texts in great detail to make secure references and use quotations to. support points, Answers should focus on the writing of the texts avoiding dwelling on the biography of their authors. Candidates should focus more closely on the language imagery and structure of prose and drama. as well as poetry, Answers to b passage questions in particular must be very detailed commenting very closely on. the writing of the extract Poetry answers should focus on the set poem. General Comments, There was a full range of responses to the texts often demonstrating detailed knowledge and considerable. insight The strongest answers were often conceptualised responses to the questions developing the. candidate s argument with secure references quotations and analysis of the writer s methods Candidates. should remember that they are discussing literature the ways in which writers communicate their ideas. This means that recall of plot and characters however detailed will not attract high marks unless it is. accompanied by discussion of how that plot is treated and those characters portrayed. The passage based questions focus on these skills in a particular way always asking for a close. commentary or a detailed discussion of the writing of the extract It is therefore essential that candidates. provide detailed focused discussion of the features of the passage of writing that appears on the question. paper Candidates are often prepared for this kind of close focus in discussion of poetry texts it should be. remembered that exactly the same kind of close commentary on language and structure is needed in. discussion of the prose and drama passages,Question 1 Sujata Bhatt Point No Point.
a Too few answers to make a general comment appropriate. b Answers to this question varied widely from essays on the joys and pains of childbirth without. reference to the poem to appreciative analytical writing on the language and structure of the poem. Candidates often wrote with sensitivity about the recreation in words of the moment of childbirth. presented in sticky tactile reality Strong answers considered Bhatt s use of metaphors of sailing. birds and journeys While some candidates seemed to find it difficult to discuss Bhatt s free. conversational style as poetry and lapsed into paraphrase more confident answers showed some. appreciation of the irregular form of the poem and of the use of ellipsis and repetition to convey the. uncertainty of the speaker s thought processes Some also noted the effect of the poem s control. of time moving from the present Now to the past and the moment of childbirth before returning to. the present And still there is the need,Question 2 Thomas Hardy Selected Poems. a The aim of this question was to encourage candidates to consider the language and construction of. Hardy s poetry rather than purely on content or biography Nevertheless a number of candidates. paid little heed to the question s wording and summarised the content of two poems often. accompanied by a discussion of Hardy s personal life Such answers were not successful It is. important to remember that it is possible to write a full marks answer with no reference at all to. biography but it is not possible to write a successful answer with no reference to a poem s. Cambridge Advanced International Certificate of Education. 0397 Language and Literature in English November 2011. Principal Examiner Report for Teachers, language and structure Some candidates however embraced the question and were able to. demonstrate how ideas in Hardy s poems develop through his carefully crafted stanza structures. his use of rhyme and assonance and his variations of rhythm in poems such as The Darkling. Thrush The Going The Haunter The Voice and The Convergence of the Twain. b A Church Romance proved a very popular choice and attracted some appreciative and focused. writing While biography was not directly relevant to this question it was notable that a. considerable number of candidates assumed the poem to be about Hardy and Emma rather than. Hardy s parents This led to some skewed and unhelpful readings Stronger answers noted. Hardy s imaginative recreation of the relationship from the point of view of the woman and. commented on the subtleties of the poem s presentation of change and the effects of time While. simplistic responses suggested that the end of the poem illustrates the breakdown of love more. careful reading by most candidates responded to the presentation of a lasting relationship though. Age had scared Romance There was some thoughtful response to Hardy s dramatic recreation. of the first moment with the contrast between her sight Swept and She turned again once her. attention has been caught Some linked the bow with Cupid s bow and wrote about love at first. sight Others commented on the church setting either seeing it as appropriate as the place of. marriage or inappropriate as a sacred place profaned by an outbreak of secular love. Interestingly very few candidates recognised that the poem is a sonnet albeit one idiosyncratically. Question 3 Songs of Ourselves, a Answers showed that a wide range of poems could be used for this question Popular poems were. Childhood Because I Could Not Stop For Death The Trees Country School Cold in the. Earth A Quoi Bon Dire and Follower Weaker responses gave accounts of the content of the. chosen poems with no reference to poetic methods while other limited responses listed various. techniques and exemplified their presence in the poems with no consideration of context or how. they contributed to the meaning of the poem Strong answers showed how the poets choices. developed the meaning and contributed to the reader s understanding Such answers were able to. show for example some perceptive understanding of the use of changing perspective in. Childhood and Follower appreciation of the imagery used in The Trees and sensitive. appreciation of the emotions expressed in Cold in the Earth. b This was a very popular question though not always well done While there were some very. confident and successful answers exploring the effects of the poem in detail many answers were. hampered by an unclear understanding particularly of stanza two some of the vocabulary of the. poem such as mockeries pall pallor and shires and its references to funerary practices. Examiners noted that it was frequently the case that candidates wrote about the octave of the. sonnet with a degree of confidence but were unable to discuss the sestet effectively In most. answers there was an appreciation that Owen s poem presents war as destructive futile violent. brutal and wasteful of young lives generating a sense of loss waste grief pain indignity and. hopelessness Stronger responses noted that the two stanzas begin with questions which are. answered in the following lines while the octave explores the chaos and destruction of the. battlefield using powerful metaphors alliteration and onomatopoeia while the sestet is calmer and. gentler focusing on the sorrow of the bereaved at home Some saw the sestet as equally bitter as. the octet arguing that it showed up the complicity of the nation in the slaughter. This means that recall of plot and characters however detailed will not attract high marks unless it is accompanied by discussion of how that plot is treated and those characters portrayed The passage based questions focus on these skills in a particular way always asking for a close commentary or a detailed discussion of the writing of the extract It is therefore essential that

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