Cambridge Professional Development

0475 / 0992 Marking feedback

Paper 1

Script A

Total mark for the script 45

Mark
Question Commentary
awarded
2 Explore how Scott creates such memorable impressions of the 23/25
wife in Marrysong.

There is a sustained focus on the memorable impressions of the wife

from the start. The candidate writes that the speaker ‘struggles to
understand his wife whose emotions constantly and rapidly change’.
The candidate’s evaluation is supported by careful consideration of
the poet’s choice of the words ‘never’ and ‘quite’ (in the second
paragraph) which ‘creates the impression that the wife is very
difficult to understand’. The second page of the response provides
further evidence of a clear critical understanding of the extended
metaphor of an ‘ever shifting and changing landscape’; their very
detailed analysis of the poet’s use of language and structure informs
a sensitive personal response to the husband who ‘patiently bore the
brunt of his wife’s constant fluctuations’. The final sentence on the
third page, shows much insight into the effect of the simile quoted at
the start of that paragraph.

Overall, this is a Level 8 response, with a mark of 23. The candidate:

• sustains a critical understanding with individuality and insight

(AO2)
• sustains a personal and evaluative engagement with the poem
and question (AO4)
• incorporates a wide range of well-selected references (AO1)
• analyses with sensitivity the ways in which the poet achieves his
effects (AO3).

For higher:
• some points could be further elaborated, such as the assertion
about the ‘inverted sentence’ that ends the middle paragraph on
page 3
• more detailed probing of specific effects on the final page of the
response would have lifted the response even higher.

1
 Mark
Question Commentary
awarded
8 Kambili describes Aunty Ifeoma as ‘fearless’. Explore two 22/25
moments when Adichie makes this fearlessness very clear.

The candidate sustains a perceptive and convincing personal

response to the question and shows a clear critical understanding of
the character of Aunty Ifeoma from the very first paragraph. The
moments chosen by the candidate are well-selected and clearly
delineated, with a wide range of well-selected references integrated
into a detailed response. The memorised direct quotations from the
relevant ‘moments’ help to support an informed and sensitive
personal response. The first moment (the visit to Abba) is slightly
more detailed than the second (when Kambili and Jaja are in Nsukka
and witness Ifeoma standing up for what is right, ‘not cowering in
front of the soldiers’).

Overall, this is a top Level 7 response, with a mark of 22. The

candidate:

• sustains a perceptive, convincing personal response, clearly

focused on the question (AO4)
• supports their argument by integrating much well-selected
reference from their two chosen moments (AO1)
• shows a clear critical understanding of the novel’s deeper
implications (AO2)
• responds sensitively to the ways in which Adichie achieves her
effects (AO3).

For higher:
• more detail might have been provided for the second moment
selected
• closer analysis of the effects of language, structure or form would
have lifted the response.

2
Paper 2

Script B

Total mark for the script 27

Mark
Question Commentary
awarded
2(a) How does Miller make this moment in the play [from Act 4] so 15/25
dramatic and revealing?

The first paragraph links the extract clearly to the wider context of
the play: ‘it is the time of realization for Parris and the others that
the tolerance for the executions had run out’. In the second
paragraph, the candidate develops a response to the dramatic
nature of the extract, with a focus on what they term ‘a shocking
statement’ and the effect of the ‘single word “vanished”’. The
response focuses on both key words ‘dramatic’ and ‘revealing’. On
the second page of the response, points could be further
developed, such as the idea of Danforth showing alarm because
‘he cares for the girls’. The assertion that ‘we see cracking and
crumbling of an unjust regime’ also needs further development
and support from the text.

Overall, this is a Level 5 response, with a mark of 15. The

candidate:

• makes a reasonably developed response to the question

(AO4)
• uses some supporting evidence from the play (AO1)
• shows understanding of the extract and its deeper implications
(AO2)
• makes some response to language and how drama is created
(AO3).

To improve on this standard, the candidate might have:

• provided more evidence to support some of the assertions

made
• responded more closely to Miller’s use of language.

3
 Mark
Question Commentary
awarded
4(b) How far does Shakespeare’s portrayal of Malvolio make you 12/25
feel that he deserves to be tricked?

The beginning of the response shows some understanding of

what the candidate describes as ‘some agitating characteristics
like arrogance and the tendencies to boss around…’, and there is
a broad awareness of Shakespeare’s comedic intent. The second
paragraph refers to Malvolio stopping foolish acts and as
someone who is ‘always mood [sic] and grumpy’. However, the
comments refer to the character’s traits rather than the ways in
which Shakespeare presents the character. The candidate writes
for the most part as if Malvolio were a real-life person rather than
a dramatic construct. They begin to develop a response to the
‘cruel’ and ‘unreasonable’ treatment of Malvolio.

Overall, this is a Level 4 response, with a mark of 12. The

candidate:

• begins to develop a response to the question (AO4)

• shows some understanding of the character Malvolio (AO2)
• uses some supporting textual detail (AO1)
• makes a little reference to use of language, though implied
rather than explicit (AO3).

To improve on this standard, the candidate might have:

• focused more closely on the key words ‘Shakespeare’s

portrayal of Malvolio’
• probed in greater detail the dramatic effects created by
Shakespeare’s use of language.

4
Paper 4

Script C

Total mark for the script 11

Mark
Question Commentary
awarded
2 The man is a sailor who is attempting to enter a country illegally by 11/25
swimming to shore.

How does the writer memorably create a sense of interest and

excitement for the reader?

The candidate begins to develop a response to the question,

showing some understanding of the tension created by the water
‘closing in on him’. The candidate shows a ‘kind of sympathy’ for
him: ‘you read how hard he fought just for him to not make it and
only be floating in the sea’. However, towards the end (on the
second page), the response becomes increasingly general. There
needed to be a more detailed engagement with the writer’s use of
language and structure in creating interest and excitement.

Overall, this is a Level 4 response, with a mark of 11. The

candidate:

• begins to develop a response to the question (AO4)

• shows some understanding of the content of the prose extract
(AO2)
• makes a little reference to the writer’s use of language (AO3)
• uses some supporting textual detail (AO1).

To improve on this standard, the candidate might have:

• developed the response to the question and extract in greater

detail
• used more supporting evidence from the extract
• analysed more closely the effects of the writer’s use of
language.

5
Script D

Total mark for the script 4

Mark
Question Commentary
awarded
1 The poet recalls when the family house on the harbour was 4
threatened with being flooded by sea water.

How does the poet vividly convey the experience?

Overall, this short response merits an award of 4 marks, at the top

of Level 1. The candidate:

• makes a limited attempt to respond to the poem, as can be

seen by the relative brevity of the response (AO4)
• shows a little knowledge by using limited textual reference
(AO1)
• shows limited understanding of aspects of the poem and a little
awareness of surface meaning (AO2 & AO3)

To improve on this standard, the candidate might have:

• engaged with more of the poem’s detail

• made more points with support from the poem.

6
Component 5

Script E

Total mark for the folder 38

Mark
Question Commentary
awarded
1st Explore the characterisation and significance of Bertha in 20/25
Bronte’s Jane Eyre.

This is a perceptive and convincing personal response to both

elements of the coursework task set by the centre. The first three
paragraphs relate to characterisation, the ways in which Bronte
presents the character of Bertha as devil-like, animalistic and having
uncontrolled passion. The fourth paragraph focuses on her
significance as a foil character to Jane Eyre and explores the
contrast between the two characters: Bertha the vampire and
monster compared with the God-fearing and gentle Jane. The
candidate sustains a clear critical understanding of the text’s deeper
implications.

Overall, this is a Level 7 response, with a mark of 20. The candidate:

• integrates much well-selected reference to support their ideas

(AO1)
• sustains a clear critical understanding of the text’s deeper
implications (AO2)
• analyses with some sensitivity the ways in which Bronte uses
language to achieve specific effects (AO3)
• sustains a preceptive and convincing personal response to the
task (AO4).

To improve on this standard, the candidate might have explored

more closely:
• some of the ways in which Bronte uses structure to achieve her
effects
• Bronte’s use of narrative perspective.

7
 Mark
Question Commentary
awarded
2nd How does Shakespeare present the character of Juliet in 18/25
Romeo and Juliet?

The task is very broad. The direction of the response is set out in the
first paragraph, with the candidate making it clear they will focus on
the following aspects of her character: obedience, rebelliousness
and strength. The subsequent paragraphs show a clear
understanding of deeper implications of the text and character, with
relevant direct quotations used to support ideas. In places, the
response is overly assertive: see the final sentence of the third
paragraph which offers a broad awareness of context rather than
close textual analysis. In the penultimate paragraph, too, there is
general reference to the ‘dependent position of daughters in
Shakespeare’s time’. This is followed by comment on the ‘use of a
short list’ which needed more careful elaboration.

Overall, this is a Level 6 response, with a mark of 18. The candidate:

• supports their argument by using relevant textual reference

(AO1)
• shows a clear understanding of some deeper implications of the
text (AO2)
• responds to some of the ways in which Shakespeare achieves
his effects (AO3)
• for the most part, makes a well-developed personal response
(AO4).

To improve on this standard, the candidate might have:

• explored in greater detail Shakespeare’s use of structure and
form in portraying Juliet
• avoided overly assertive comments, for example, about historical
and social context.

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