1. 3.1 Written Text Markers’ Feedback

2. Introduction An introduction must dissect the question and reveal your argument. Many students ignored key elements/words of the question in the introduction and this led to a lack of coverage in the rest of the essay. Often students latched on to a few key words without exploring the topic as a whole.

3. Link to the question Clear and frequent links to the words of the question and your argument are required throughout your essay. Clear topic sentences are a must and synonyms for the key words of the question should be interwoven throughout your paragraphs to ensure a focused response. Integrating the key words and synonyms helps show your understanding of both the topic and text.

4. Evidence Examples need to be concise and the BEST choice for your point. One example per paragraph is not acceptable as evidence should be woven seamlessly throughout. Aim for at least three well-selected pieces of evidence, preferably quotations. Quotations should be integrated into sentences with context and explanation.

5. Connections Connections need to be specific, relevant and developed perceptively. Students who reached Merit or Excellence connected to the author, current events, society (current and historical), human nature and self. These MUST be linked to the text effectively and to the content of the body paragraph.

6. Merit and Excellence responses The ‘so what?’ is required. Yes, censorship is a danger to society and something the author is alerting us to. So what? Why is the warning necessary or relevant? What are the actual dangers? Why do we need to be warned? Yes, we see a direct correlation between the use of technology in Fahrenheit 451 and our world. What exactly is Bradbury’s message? What does he implore us to think or do? What’s the significance of the context of this text? Consider human nature and behaviour. You must make convincing and perceptive links to PURPOSE.

7. The Questions This set of questions gave many possible choices for all texts. In general, students responded to a wide range of questions. Be prepared that in the external examination, the range may well be more limited.

8. Question 1: Serious literature prompts us to examine the nature of leadership. ‘Leadership’ was mentioned in many introductions and conclusions but, overall, greater understanding of the concept and reference to the words of the question was required throughout. Defining what is required in leadership is essential. If you are exploring non-traditional forms of leadership i.e. in a personal relationship such as between Othello and Desdemona you need to be careful.

9. Question 2: Contemporary literature is at its best when it alerts readers to social problems. This was easily the most popular question. Sound understanding of the social issues raised in Fahrenheit 451 The concept of ‘at its best’ was not handled well – exploring the purpose of these warnings is important. Evaluation of the text was important to address this aspect. This was not suitable for historic texts. The official definition of contemporary is a text written after 1950. Be careful with social problems – jealousy is not a social problem but concepts such as censorship or governmental control are.

10. Question 3: Settings contain the seeds of the storyline’s growth. You need to be clear on what setting means to answer this question effectively. Setting refers to time and place e.g. Othello is set in Venice and Cyprus. Show your understanding of the difference between context and setting for example Shakespeare’s created world of Venice/Cyprus reflects his own world of Elizabethan England but this is NOT the setting of the play. If you wish to discuss elements of the social setting these need to be expressed as such e.g. In this time, women were regarded as possessions… Some students struggled with the concept of “seeds of storyline’s growth” – this metaphor needs to be unpacked carefully and how the elements of the setting caused the action, problems, conflicts of the text needed to be explained.

11. Question 4: Written texts show us that the truth is hidden beneath false appearances. It is not enough to simply describe how different characters are false. You must address both the truth and the false appearance. A strong focus on the ‘WHY’ was needed to be convincing and perceptive. The ‘WHY’ needs to link to human nature and behaviour, messages or lessons and author’s PURPOSE.

12. Question 5: Readers of written texts trace the fates of characters in the grip of obsession. This is a GREAT question, especially for Othello and Hamlet. Again being able to explore the concept of obsession and fate i.e. outcomes of the character’s obsession was essential.

13. Question 6: Written texts do their job when they show the little people taking revenge on big people. This was not a popular question. Be careful with twisting the statement too far that the argument becomes circular. Establishing who it means by ‘little’ and ‘big’ is important. Characters who are royalty can still be lesser in terms of age and status.

14. Question 7: Readers are encouraged to sympathise with the narrative voice’s persuasive style. Great question for The Book Thief. There are lots of words to unpack in this question and you must discuss both ‘persuasive’ and ‘style’ as well as the narrative voice. The concept of being ‘encouraged to sympathise’ requires you to consider the author’s purpose in doing so. Why are we encouraged to sympathise with Death? Give examples of style features such as “black humour” or “foreshadowing” or “direct address” – this terminology should be used to convincingly address style.

15. Question 8: Written texts show us that the self is always a work in progress. Exploring what was meant by ‘a work in progress’ is needed. The sense of a character continually developing, or that character development is never finished/static is fundamental. Possibly mapping out at least three stages is needed to show the idea of development or a ‘work in progress’. One difference is really a change rather than showing a sense of ‘progress’. Again establishing the purpose or reason why authors show this concept is the key to your argument.