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Title: Pearson Edexcel Level 3 GCE 9ET0/02 English Literature Advanced PAPER 2: Prose June 2024 + MARK SCHEME
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel Level 3 GCE In English Literature (9ET0) Paper 2: Prose
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel Level 3 GCE In English Literature (9ET0) Paper 2: Prose
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Please check the examination details below before entering your candidate information
Candidate surname
Centre Number
Other names
Candidate Number
Pearson Edexcel Level 3 GCE
Wednesday 5 June 2024
Morning (Time: 1 hour 15 minutes)
Paper
reference
English Literature
9ET0/02
Advanced
PAPER 2: Prose
You must have:
Prescribed texts (clean copies)
Total Marks
Instructions
Use black ink or ball-point pen
...
Answer one question on your chosen theme
...
• In your answers, you must not use texts that you have used in your coursework
...
•
• The marks for the questions are shown in brackets
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•
• Check your answer if you have time at the end
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F:1/1/1/1/
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Childhood
Texts
Pre-1900: What Maisie Knew, Henry James; Hard Times, Charles Dickens
Post-1900: Atonement, Ian McEwan; The Color Purple, Alice Walker
EITHER
1 Compare the ways in which the writers of your two chosen texts present
relationships between female characters
...
(Total for Question 1 = 40 marks)
OR
2 Compare the ways in which the writers of your two chosen texts make use of
settings
...
(Total for Question 2 = 40 marks)
Colonisation and its Aftermath
Texts
Pre-1900: Heart of Darkness, Joseph Conrad; The Adventures of Huckleberry Finn,
Mark Twain
Post-1900: Home Fire, Kamila Shamsie; The Lonely Londoners, Sam Selvon
EITHER
3 Compare the ways in which the writers of your two chosen texts explore identity
...
(Total for Question 3 = 40 marks)
OR
4 Compare the ways in which the writers of your two chosen texts make use of
narrative voices
...
(Total for Question 4 = 40 marks)
2
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Answer ONE question on the texts you have studied, one of which must be pre-1900
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Answer ONE question on the texts you have studied, one of which must be pre-1900
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Crime and Detection
Texts
Pre-1900: Lady Audley’s Secret, Mary Elizabeth Braddon; The Moonstone, Wilkie Collins
Post-1900: The Cutting Season, Attica Locke; In Cold Blood, Truman Capote
EITHER
5 Compare the ways in which the writers of your two chosen texts create a sense of
danger
...
(Total for Question 5 = 40 marks)
OR
6 Compare the ways in which the writers of your two chosen texts explore divisions in
society
...
(Total for Question 6 = 40 marks)
Science and Society
Texts
Pre-1900: Frankenstein, Mary Shelley; The War of the Worlds, H G Wells
Post-1900: Never Let Me Go, Kazuo Ishiguro; The Handmaid’s Tale, Margaret Atwood
EITHER
7 Compare the ways in which the writers of your two chosen texts present isolation
...
(Total for Question 7 = 40 marks)
OR
8 Compare the ways in which the writers of your two chosen texts explore threats to
society
...
(Total for Question 8 = 40 marks)
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3
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The Supernatural
Texts
Pre-1900: The Picture of Dorian Gray, Oscar Wilde; Dracula, Bram Stoker
Post-1900: The Little Stranger, Sarah Waters; Beloved, Toni Morrison
EITHER
9 Compare the ways in which the writers of your two chosen texts create uncertainty
...
(Total for Question 9 = 40 marks)
OR
10 Compare the ways in which the writers of your two chosen texts explore social status
...
(Total for Question 10 = 40 marks)
Women and Society
Texts
Pre-1900: Wuthering Heights, Emily Brontë; Tess of the D’Urbervilles, Thomas Hardy
Post-1900: Mrs Dalloway, Virginia Woolf; A Thousand Splendid Suns, Khaled Hosseini
EITHER
11 Compare the ways in which the writers of your two chosen texts present religious
and spiritual beliefs
...
(Total for Question 11 = 40 marks)
OR
12 Compare the ways in which the writers of your two chosen texts present
disappointment
...
(Total for Question 12 = 40 marks)
4
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Answer ONE question on the texts you have studied, one of which must be pre-1900
...
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Indicate which question you are answering by marking a cross in the box
...
Chosen question number: Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Please write the titles of your chosen texts below:
Text 1:
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TOTAL FOR PAPER = 40 MARKS
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BLANK PAGE
Mark Scheme (Results)
Summer 2024
Pearson Edexcel Level 3
GCE In English Literature
(9ET0) Paper 2: Prose
Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding
body
...
For further information visit
our qualifications websites at www
...
com or www
...
co
...
Alternatively, you
can get in touch with us using the details on our contact us page at
www
...
com/contactus
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company
...
We believe in every kind of
learning, for all kinds of people, wherever they are in the world
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Find out
more about how we can help you and your students at: www
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com/uk
Summer 2024
Question Paper Log Number P77997
Publications Code 9ET0_02_2406_MS
All the material in this publication is copyright
© Pearson Education Ltd 2024
2
General Marking Guidance
•
All candidates must receive the same treatment
...
•
Mark schemes should be applied positively
...
•
Examiners should mark according to the mark scheme – not according
to their perception of where the grade boundaries may lie
...
Examiners should always award full marks if deserved, i
...
if the
answer matches the mark scheme
...
•
Where some judgement is required, mark schemes will provide the
principles
by
which
marks
will
be
awarded
and
exemplification/indicative content will not be exhaustive
...
•
Crossed out work should be marked unless the candidate has replaced it
with an alternative response
...
The grids
identify which Assessment Objective is being targeted by each bullet point within
the level descriptors
...
When deciding how to reward an answer, examiners should consult both the
indicative content and the associated marking grid(s)
...
Candidates will
be placed in the level that best describes their answer according to each of
the Assessment Objectives described in the level
...
They must
consider this when making their judgements
•
the mark grid identifies which Assessment Objective is being targeted by
each bullet point within the level descriptors
•
indicative content is exactly that – they are factual points that candidates
are likely to use to construct their answer
...
It is the examiner’s responsibility to apply
their professional judgement to the candidate’s response in determining if
the answer fulfils the requirements of the question
...
g
...
g
...
g
...
g
...
g
...
g
...
These are suggestions only
...
Childhood
Candidates may refer to the following in their answers:
•
comparison of ways writers make use of settings, e
...
time settings; geographical
locations; seasons; real or imagined settings; historic settings
•
ways writers make use of houses, e
...
James’ use of Maisie’s guardians’ houses;
McEwan’s use of Robbie’s and Cecilia’s houses to emphasise their contrasting social
status; Walker’s descriptions of Shug’s and Celie’s houses; Dickens’ descriptions of
Gradgrind’s comfortless house
•
contextual factors influencing writers’ use of settings, e
...
Dickens’ visit to Preston
during the great ‘Lock Out’ of 1853–54; McEwan’s use of the Dunkirk evacuation
and its impact on British society; James’ exploration of changing social norms and
values in the late 19th century; Walker’s explorations of race and poverty in the
American south
•
methods writers use to explore settings, e
...
James’ imagery of mirrors and
windows; Dickens’ juxtaposition of agricultural and industrial landscapes; Walker’s
use of an African tribal setting; McEwan’s use of metanarrative to cast doubt on
previously described settings
•
use of symbolic settings, e
...
the Tallis house as a sheltered childhood idyll in
Atonement; the juke joint as a symbol of liberation in The Color Purple; Maisie’s
journey back to England from France as a symbol of her moral choice; the circus as
a symbol of imagination in Hard Times
•
ways writers use settings to make political or societal commentaries, e
...
Dickens’
and McEwan’s reflections on social class; Walker’s explorations of racial inequality;
James’ exploration of Victorian sexual double standards
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
g
...
These are suggestions only
...
4
Colonisation and its Aftermath
Candidates may refer to the following in their answers:
•
comparison of how writers use narrative voices, e
...
first person in Heart of
Darkness and The Adventures of Huckleberry Finn; close third-person view in The
Lonely Londoners; third person and use of free indirect discourse in Home Fire
•
effects of different narrative voices, e
...
first-person perspective creates sympathy
and character insight in The Adventures of Huckleberry Finn; framed narrative
creates a reflective moral stance in Heart of Darkness; Home Fire gives insight into
conflicting perspectives through use of focalisation; blurring of narrator and
character voices in The Lonely Londoners creates a sense of immersion in the
world of the novel
•
how narrative structures are used, e
...
circular framed narrative in Heart of
Darkness; non-linear structures of The Lonely Londoners; episodic structure in The
Adventures of Huckleberry Finn; five sections of Home Fire
•
contextual factors influencing narrative voices, e
...
Imperialism; post-colonial
narratives and the desire to give voice to historically under-represented groups;
influence of Modernism and other literary movements
•
authors’ experiences and beliefs which may have influenced narrative choices, e
...
Selvon’s immigrant experiences; Twain’s involvement with the American AntiImperialist League; Conrad’s dislike of capitalist values; Shamsie’s experiences
living, studying and working as a Muslim woman in Pakistan, USA and the UK
•
how dialogue is used to create conflict within narratives, e
...
between Isma and
Aneeka in Home Fire; Tom Sawyer and Huck in The Adventures of Huckleberry
Finn; Marlow and the Russian in Heart of Darkness; Galahad and Moses in The
Lonely Londoners
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
g
...
These are suggestions only
...
6
Crime and Detection
Candidates may refer to the following in their answers:
•
comparison of ways writers explore divisions in society, e
...
division between
criminals and the rest of society; rich and poor; racial divisions; gender divisions
•
presentation of characters who represent or give voice to divisions in society, e
...
Donovan Isaacs in The Cutting Season; Lieutenant Maldon in Lady Audley’s Secret;
Ezra Jennings in The Moonstone; Perry Smith in In Cold Blood
•
contextual factors influencing presentation of divisions in society, e
...
roles of
women in Victorian England; Capote’s exploration of the morality of capital
punishment; Locke’s reference to racial profiling by police in modern America;
Collins’ presentation of British Imperialism in the 19th century
•
writers’ use of symbols to present divisions in society, e
...
Audley Court as symbolic
of aristocratic wealth and power; the moonstone as a symbol of colonial wrongs;
feral cats representing Smith’s and Hickock’s marginal place in society; Belle Vie as
a symbol of failures to address the legacy of slavery in The Cutting Season
•
ways writers address divisions in society in endings, e
...
arrest of the murderer
provides justice for Inéz Avalo in The Cutting Season; incarceration of Lady Audley
reinforces powerlessness of poor women; executions in In Cold Blood question the
American Dream; The Moonstone exposes hypocrisy at the heart of respectable
Victorian society
...
g
...
These are suggestions only
...
8
Question Indicative content
number
7
Science and Society
Candidates may refer to the following in their answers:
• comparison of the ways in which writers present isolation, e
...
through use of
settings; characterisation; imagery; symbolism
• writers’ use of narrative voices to explore isolation, e
...
use of first-person narrators
in all texts to create isolated worlds; use of unseen audiences; single narrative
viewpoint in The War of the Worlds and Never Let Me Go
• writers’ use of symbolism and imagery to convey isolation, e
...
barriers and fences
in Never Let Me Go; descriptions of Offred’s room in The Handmaid’s Tale;
descriptions of ruined and empty London streets in The War of the Worlds; natural
landscapes in Frankenstein
• ways writers present the effects of isolation, e
...
madness in The War of the Worlds;
passivity and acceptance in Never Let Me Go; resentment and vengeance in
Frankenstein; restricting possible rebellion and communication in The Handmaid’s
Tale
• contextual factors influencing the presentation of isolation, e
...
philosophical ideas
such as Rousseau’s on the corrupting influence of society in Frankenstein; Wells’ use
of ideas of Darwinian natural selection; Atwood’s explorations of threats to feminist
ideas; Ishiguro’s use of advances in cloning and medical technology
• conclusions readers may draw from writers’ presentation of isolation, e
...
the need
for community and collaboration as part of human nature or a successful society;
the consequences of isolation leading to death, destruction and societal breakdown
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
g
...
These are suggestions only
...
9
Question Indicative content
number
9
The Supernatural
Candidates may refer to the following in their answers:
• comparison of sources of uncertainty, e
...
dreams; memories; the nature of the
supernatural; questions about what is real or imagined; identity
• narrative methods used to create uncertainty, e
...
gaps in narratives; narrative voices;
ambiguity; non-linear structures
• comparison of characters who experience uncertainty, e
...
Paul D in Beloved; Faraday
in The Little Stranger; Basil in The Picture of Dorian Gray; Jonathan Harker in Dracula
• writers’ use of imagery and language to create uncertainty e
...
Waters’ vague language
in descriptive passages, such as ‘sort of’, ‘as if…’; darkness and fog in Dracula and The
Picture of Dorian Gray; Morrison’s use of natural imagery which masks brutality
• contextual factors influencing the presentation of uncertainty, e
...
fin de siècle
anxieties about the roles of women and sexuality, religion and the rapidly changing
world in Dracula and The Picture of Dorian Gray; economic uncertainty in both post-War
setting and time of writing for The Little Stranger; Morrison’s exploration of the
continuing legacy of slavery
• exploration of moral and societal issues and the uncertainties arising from these, e
...
the nature of good and evil in Dracula; transgression of social class boundaries in The
Little Stranger; complexities around Sethe’s killing of her daughter in Beloved
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
g
...
These are suggestions only
...
10
Question Indicative content
number
Women and Society
11
Candidates may refer to the following in their answers:
• comparison of presentation of religious and spiritual beliefs, e
...
Heathcliff and
Cathy’s unconventional beliefs in Wuthering Heights; religion as hypocritical and
cruel in Tess of the D’Urbervilles; Taliban beliefs being used to justify violence in A
Thousand Splendid Suns; Clarissa’s atheism in Mrs Dalloway
• presentation of characters with religious beliefs, e
...
Mullah Faizullah’s wisdom and
kindness in A Thousand Splendid Suns; Miss Kilman’s born-again Christianity in Mrs
Dalloway; Alec and Angel as hypocritical in their religious beliefs in Tess of the
D’Urbervilles; Joseph’s unforgiving version of Christianity in Wuthering Heights
• exploration of beliefs as a cause of conflict, e
...
Mrs Dalloway’s condemnation of
religion as ‘callous’, and ‘cruel’; Ahmad and Noor as representatives of anti-Soviet
jihadis in A Thousand Splendid Suns; religious condemnation of Tess
• contextual factors influencing the presentation of beliefs, e
...
the First World War’s
horrors causing some to re-examine their beliefs; Taliban rule in Afghanistan;
Woolf’s criticisms of Christianity as contributing to the oppression of women;
religious non-conformity and Romantic beliefs about pantheism in the 19th century;
Hardy’s criticisms of dogmatic religious institutions
• ways writers use language and imagery to present beliefs, e
...
Brontë’s use of
dialect for Joseph’s religious diatribes; Woolf’s spiritual lexis, such as ‘soul’, ‘rapture’,
‘mystery’; Hardy’s imagery of pagan ritual; Hosseini’s use of Arabic and Farsi words
to explore the contradictions of religion: ‘the muezzin’s call for namaz rang out, and
the Mujahedeen set down their guns, faced west, and prayed…’
• writers’ use of settings to foreground characters’ different spiritual and religious
beliefs, e
...
St Paul’s Cathedral and Westminster Abbey in Mrs Dalloway; the
destruction of the Bamiyan Buddhas in A Thousand Splendid Suns; Stonehenge as a
symbol of paganism in Tess of the D’Urbervilles; characters’ relationship with the
moors in Wuthering Heights
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
g
...
These are suggestions only
...
11
Please refer to the Specific Marking Guidance when applying this marking grid
...
Level 1
1–4
Descriptive
• Makes little reference to texts with limited organisation of ideas
...
• Uses a narrative or descriptive approach that shows limited knowledge
of texts and how meanings are shaped in texts
...
Level 2
5–8
General understanding/exploration
• Makes general points, identifying some literary techniques with
general explanation of effects
...
Organises and expresses ideas with clarity, although
still has errors and lapses
...
Shows general understanding by commenting on
straightforward elements of the writer’s craft
...
Relevant use
of terminology and concepts
...
• Demonstrates knowledge of how meanings are shaped in texts with
consistent analysis
...
Level 4
13–16
Discriminating controlled application/exploration
• Constructs a controlled argument with fluently embedded examples
...
Controls structure with
precise cohesive transitions and carefully chosen language
...
Analyses, in a controlled way, the nuances and subtleties of the
writer’s craft
...
Evaluates the effects of literary features with sophisticated
use of concepts and terminology
...
• Exhibits a critical evaluation of the ways meanings are shaped in
texts
...
12
Please refer to the Specific Marking Guidance when applying this marking grid
...
Level 1
1–4
Descriptive
• Shows limited awareness of contextual factors
...
Describes the texts as separate entities
...
Makes general links between texts and contexts
...
Makes general crossreferences between texts
...
Develops relevant links between texts and contexts
...
Develops an integrated
approach with clear examples
...
Makes detailed links between texts and contexts
...
Takes a controlled discriminating
approach to integration with detailed examples
...
Makes sophisticated links between
texts and contexts
...
Exhibits a sophisticated
connective approach with sophisticated use of examples
...
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13
Title: Pearson Edexcel Level 3 GCE 9ET0/02 English Literature Advanced PAPER 2: Prose June 2024 + MARK SCHEME
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel Level 3 GCE In English Literature (9ET0) Paper 2: Prose
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel Level 3 GCE In English Literature (9ET0) Paper 2: Prose