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Title: Pearson Edexcel Level 3 GCE 9ET0/01 English Literature Advanced PAPER 1: Drama May 2024 + MARK SCHEME
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel Level 3 GCE In English Literature (9ET0) Paper 1: Drama
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel Level 3 GCE In English Literature (9ET0) Paper 1: Drama
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Candidate surname
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Other names
Candidate Number
Pearson Edexcel Level 3 GCE
Friday 24 May 2024
Morning (Time: 2 hours 15 minutes)
English Literature
Paper
reference
9ET0/01
Advanced
PAPER 1: Drama
You must have:
Prescribed texts (clean copies only)
Total Marks
Instructions
Use black ink or ball-point pen
...
one question in Section A and one question in Section B on your
• Answer
chosen texts
...
• In your answers, you must not use texts that you have used in your coursework
...
•
marks for each question are shown in brackets
• The
– use this as a guide as to how much time to spend on each question
...
•
• Check your answers if you have time at the end
...
F:1/1/1/1/
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Answer ONE question on the text you have studied
...
Antony and Cleopatra
EITHER
1 Explore Shakespeare’s presentation of reputation in Antony and Cleopatra
...
(Total for Question 1 = 35 marks)
OR
2 Explore how Shakespeare presents Cleopatra in Antony and Cleopatra
...
(Total for Question 2 = 35 marks)
Hamlet
EITHER
3 Explore how Shakespeare presents the relationship between Hamlet and Ophelia in
Hamlet
...
(Total for Question 3 = 35 marks)
OR
4 Explore the extent to which Shakespeare’s Hamlet is a play full of doubt and
confusion
...
(Total for Question 4 = 35 marks)
2
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SECTION A: Shakespeare
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Answer ONE question on the text you have studied
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King Lear
EITHER
5 Explore the extent to which Shakespeare’s King Lear is a political play
...
(Total for Question 5 = 35 marks)
OR
6 Explore the presentation of relationships between masters and servants in
Shakespeare’s King Lear
...
(Total for Question 6 = 35 marks)
Othello
EITHER
7 Explore the presentation of relationships between men and women in Shakespeare’s
Othello
...
(Total for Question 7 = 35 marks)
OR
8 Explore the presentation of outsiders in Shakespeare’s Othello
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(Total for Question 8 = 35 marks)
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3
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Begin your answer on page 6
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You must relate your discussion to relevant contextual factors and ideas from
your critical reading
...
You must relate your discussion to relevant
contextual factors and ideas from your critical reading
...
You must relate your discussion to relevant contextual factors and ideas from your
critical reading
...
You must relate
your discussion to relevant contextual factors and ideas from your critical reading
...
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Answer ONE question on the text you have studied
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The Taming of the Shrew
EITHER
13 Explore how Shakespeare presents the relationship between Kate and Bianca in
The Taming of the Shrew
...
(Total for Question 13 = 35 marks)
OR
14 Explore the presentation of romance in Shakespeare’s The Taming of the Shrew
...
(Total for Question 14 = 35 marks)
Twelfth Night
EITHER
15 Explore the extent to which Shakespeare’s Twelfth Night is a dark comedy
...
(Total for Question 15 = 35 marks)
OR
16 Explore Shakespeare’s presentation of status in Twelfth Night
...
(Total for Question 16 = 35 marks)
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5
Turn over
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
Question 15
Question 16
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TOTAL FOR SECTION A = 35 MARKS
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15
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Answer ONE question on the text you have studied
...
Les Blancs, Lorraine Hansberry
EITHER
17 Explore how Hansberry allows us to see different points of view in Les Blancs
...
(Total for Question 17 = 25 marks)
OR
18 Explore Hansberry’s use of symbolism in Les Blancs
...
(Total for Question 18 = 25 marks)
Doctor Faustus, Christopher Marlowe
EITHER
19 Explore the extent to which Marlowe presents Faustus as a rebel in Doctor Faustus
...
(Total for Question 19 = 25 marks)
OR
20 Explore the presentation of greed in Marlowe’s Doctor Faustus
...
(Total for Question 20 = 25 marks)
16
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SECTION B: Other Drama
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Answer ONE question on the text you have studied
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The Duchess of Malfi, John Webster
EITHER
21 Explore the extent to which Webster presents The Duchess of Malfi as a critique of
contemporary society
...
(Total for Question 21 = 25 marks)
OR
22 Explore the presentation of Ferdinand in Webster’s The Duchess of Malfi
...
(Total for Question 22 = 25 marks)
The Importance of Being Earnest, Oscar Wilde
EITHER
23 Explore the presentation of women’s behaviour in Wilde’s The Importance of Being
Earnest
...
(Total for Question 23 = 25 marks)
OR
24 Explore the extent to which Wilde’s The Importance of Being Earnest is a play about
trivialities
...
(Total for Question 24 = 25 marks)
*P77996A01728*
17
Turn over
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Begin your answer on page 20
...
You must relate your
discussion to relevant contextual factors
...
You must relate your
discussion to relevant contextual factors
...
You must relate your
discussion to relevant contextual factors
...
You must relate your discussion to relevant
contextual factors
...
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
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Answer ONE question on the text you have studied
...
Sweat, Lynn Nottage
EITHER
29 Explore how Nottage presents the significance of the past in Sweat
...
(Total for Question 29 = 25 marks)
OR
30 Explore the presentation of betrayal in Nottage’s Sweat
...
(Total for Question 30 = 25 marks)
Waiting for Godot, Samuel Beckett
EITHER
31 Explore Beckett’s presentation of Lucky in Waiting for Godot
...
(Total for Question 31 = 25 marks)
OR
32 Explore how Beckett makes use of ritual in Waiting for Godot
...
(Total for Question 32 = 25 marks)
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19
Turn over
Question 17
Question 18
Question 19
Question 20
Question 21
Question 22
Question 23
Question 24
Question 25
Question 26
Question 27
Question 28
Question 29
Question 30
Question 31
Question 32
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TOTAL FOR SECTION B = 25 MARKS
TOTAL FOR PAPER = 60 MARKS
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BLANK PAGE
Mark Scheme (Results)
Summer 2024
Pearson Edexcel Level 3
GCE In English Literature
(9ET0) Paper 1: Drama
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
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co
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Alternatively,
you can get in touch with us using the details on our contact us page at
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pearson
...
Examiners must mark
the last candidate in exactly the same way as they mark the first
...
Candidates must be
rewarded for what they have shown they can do rather than penalised
for omissions
...
•
All the marks on the mark scheme are designed to be awarded
...
e
...
Examiners should also be prepared to
award zero marks if the candidate’s response is not worthy of credit
according to the mark scheme
...
•
When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, a senior examiner must be
consulted before a mark is given
...
3
Marking guidance - specific
The marking grids have been designed to assess student work holistically
...
One bullet point is linked to one
Assessment Objective, however please note that the number of bullet
points in the level descriptor does not directly correlate to the number of
marks in the level descriptor
...
When using a
levels- based mark scheme, the ‘best fit’ approach should be used:
•
examiners should first decide which descriptor most closely matches
the answer and place it in that level
•
the mark awarded within the level will be decided based on the
quality of the answer and will be modified according to how securely all
bullet points are displayed at that level
•
in cases of uneven performance, the points above will still apply
...
Marks will be awarded towards the top or bottom of
that level depending on how they have evidenced each of the
descriptor bullet points
•
examiners of Advanced GCE English should remember that all
Assessment Objectives within a level are equally weighted
...
It is possible for
an answer to be constructed without mentioning some or all of these
points, as long as they provide alternative responses to the indicative
content that fulfils the requirements of the question
...
4
Placing a mark within a level
•
Examiners should first decide which descriptor most closely
matches the answer and place it in that level
...
•
In cases of uneven performance, the points above will still apply
...
Marks will be
awarded towards the top or bottom of that level depending on how they
have evidenced each of the descriptor bullet points
...
The top
mark in the level is used for work that is as good as can realistically be
expected within that level
...
g
...
g
...
g
...
’
• extent to which Shakespeare’s characters are defined by legend and mythical
reputation, e
...
Caesar nostalgically invokes the warrior Antony of bygone days who
could ‘drink/The stale of horses’
• dramatic function of Enobarbus as the commentator on the diverse reputations of
Antony and Cleopatra
• use of shifting perspectives to explore cultural assumptions, e
...
the reputation in
Rome of Egyptian attitudes as irresponsible and over-sexualised
...
These are suggestions only
...
2
Antony and Cleopatra
Candidates may refer to the following in their answers:
• Cleopatra’s function as a dramatic foil to the puritanical Roman characters, such as
Caesar and Octavia
• as a representation of contemporary views of female sexuality, e
...
a threat to
men’s judgement
• use of hyperbole and sumptuous imagery to convey her allure and Antony’s
blind passion for the woman who ‘makes hungry/Where she most satisfies’
• impact of the sexual and political objectification of Cleopatra as a reflection of
contemporary attitudes to women and power, e
...
‘a morsel for a monarch’
• presentation of Egypt and Cleopatra through the symbolism of the Nile and the serpent
as typical of a rising Renaissance interest in exoticism
• the ambiguity of the play’s ending, hinting at her magnificence in contrast to Caesar
as an ‘ass/Unpolicied’
...
T
...
’ (Egyptian
Queens and Male Reviewers: Sexist Attitudes in ‘Antony and
Cleopatra’ Criticism, Shakespeare Quarterly 1977)
Theodora Jankowski’s exploration of issues of ethnicity in the casting of
Cleopatra (Anthology)
...
Accept any valid alternative response
...
g
...
g
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
•
•
Lee Edwards’ comment that, ‘without Hamlet, Ophelia literally has no story’
(Anthology)
Elaine Showalter’s argument that Ophelia’s story is ‘the history of her
representation’ (Anthology)
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
•
•
Lillian Schanfield’s comment that the lack of a coherent cultural setting
contributes to the enigmatic nature of the play (Hamlet’s Denmark, CEA Critic,
2007)
Janet Adelman’s arguments concerning the doubts and uncertainties of
Gertrude’s role (Anthology)
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
• Jane Archer et al note the references in King Lear to failing harvests and
corrupted food reflect the food shortages of the late sixteenth and early
seventeenth centuries (The Autumn King: Remembering the Land in King Lear,
Shakespeare Quarterly, 2012)
• Michael Billington’s description of Russell Beale’s performance as Lear in the
2014 Sam Mendes production as having ‘all the aspects of a Stalinesque tyrant’
(Guardian, 24 January 2014)
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
•
•
Fintan O’Toole’s discussion about the loyalty of the serf to the lord as a basic
moral category of the time (Anthology)
Elizabeth Frazer’s assessment of the ironic structure of Shakespeare’s plays as
being ‘politic deliberation followed by chaotic disaster’ (Shakespeare and the
Political Way, OUP 2020)
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
•
•
Farah Karim-Cooper’s comment that the play’s language ‘paints women as
either virtuous and pure or as adulterous and sexually corrupt
...
com)
Lisa Jardine’s suggestion that the stage world of Jacobean drama is wholly
masculine and that there is only a male viewpoint on offer (Still harping on
daughters: women and drama in the age of Shakespeare, Columbia U
...
1989)
...
Accept any valid alternative response
...
g
...
g
...
g
...
’
• Cassio’s presentation as an outsider, e
...
in contrast to Iago’s earthiness,
he is ‘a great arithmetician’; significance of his Florentine origins
...
’ (Anthology)
...
g
...
g
...
g
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
•
•
Stephen Fender’s assertion that the mechanicals’ plot is a kind of parody of the lovers’
plot (Shakespeare: A Midsummer Night’s Dream, Edward Arnold, 1968)
Francois Laroque’s comment that Shakespeare’s festive comedies revel in a
carnival spirit of liberty and irreverence (Anthology)
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
• Kiernon Ryan’s thesis that the mechanicals ‘steal the show from the nobility in the final
act’ (Anthology)
• R
...
Maslen’s comment that the genre of comedy ‘concerned itself, in fact, with the
social stratum occupied by the actors themselves’ (Anthology)
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
• Philip Brockbank’s comment that Angelo thinks of passion ‘in terms of death and
decay’(Anthology)
• Henry Hitching’s description of the function of the inflatable dolls in Joe HillGibbins’s 2015 production as symbolizing the ‘the open-all-hours excess of a corrupt
society’ (The Evening Standard, 9 October 2015)
...
Accept any valid alternative response
...
g
...
’
• use of minor characters to explore the nature of good governance, e
...
‘Why,
how now, Claudio? Whence comes this restraint?’/‘From too much liberty, my
Lucio
...
’
• dramatic impact of the disguise plot and the Duke’s omnipresence throughout the
play, with its suggestions of divine authority, as a possible reflection on James I
• Angelo’s hypocritical adherence to the law as a satire of Puritanism, e
...
‘It is the
law, not I, condemn your brother’
• dramatic function of Escalus as a model of wise authority and good governance
who balances justice with mercy
• Isabella’s function in reminding Angelo that he is not God, reflecting Renaissance
attitudes to leadership and authority, e
...
‘But man, proud man/Dress'd in a little
brief authority
...
Possible references to the Critical Anthology or other critical reading could include:
• Stuart Hampton-Reeves’ description of the play as both an affirmation of the
importance of good governance and a cynical satire about over-zealous
authoritarianism (Anthology)
• Jonathan Dollimore’s argument that the Duke stages the trial of Angelo to
demonstrate his own power and integrity as a ruler (‘Transgression and Surveillance
in Measure for Measure’, in Political Shakespeare, Cornell U
...
1985)
...
Accept any valid alternative response
...
g
...
i
• both characters challenge contemporary gender stereotypes in different
ways, e
...
Bianca’s elopement
• use of ‘teaching’ scenes to explore notions of educating women in
Elizabethan society e
...
Katherine’s attack on the music teacher; Bianca and
Lucentio’s love lessons
• impact of the final scene, where various interpretations have suggested a
switching of the characters’ personalities
...
These are suggestions only
...
14
The Taming of the Shrew
Candidates may refer to the following in their answers:
• marriage and courting plots as typical of comedy, e
...
the competing
suitors; dowry-hunting
• references to women being ‘owned’ by men as a reflection of contemporary
patriarchy, e
...
‘She is my goods, my chattels
...
g
...
’
• use of puns and wordplay of Petruchio and Kate to suggest closer links than
may be at first apparent
• how the play meets contemporary taste for ‘comic’ violence and cruelty,
e
...
Petruchio’s public humiliation of Kate
• effects of the ambiguity of the final scene and critical debates around it, e
...
Is the ‘shrew’ tamed? Are Kate and Petruchio united in the end?
Possible references to the Critical Anthology or other critical reading could include:
• Catherine Bate’s point that when it is clear that Petruchio’s unconventional
methods are working, Baptista doubles the dowry settled on the newly
reformed bride (Anthology)
...
’ (The
Taming of the Shrew: Shakespeare's Mirror of Marriage
...
Spring 1975)
...
Accept any valid alternative response
...
g
...
?’
• preoccupation with melancholy as common in Renaissance literature, e
...
‘Enough; no more/’Tis not so sweet now as it was before
...
g
...
g
...
g
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
•
•
16
Francois Laroque’s argument that the ending of festive comedies always
reminds us to look back at reality after ‘enjoying the sweet impossibilities of
romance
...
Twelfth Night
Candidates may refer to the following in their answers:
• reversals of status as a feature of festive comedy
• Olivia’s role as head of the household, unusual at the time, and her sharp
awareness of status in relationships, e
...
‘She’ll none o’ the Count
...
I have heard her swear it
...
g
...
Possible references to the Critical Anthology or other critical reading could include:
•
•
Rex Gibson’s argument that Twelfth Night is an uneasy play about outsiders
who lose (Twelfth Night, Cambridge University Press, 1993)
Lisa Hopkins’ assertion that despite various rebellions, the comic universe
always remains the same and the patriarchal order is reaffirmed (Anthology)
...
Accept any valid alternative response
...
AO1 = bullet point 1
Level
AO2 = bullet point 2
AO3 = bullet point 3
Mark
Descriptor (AO1, AO2, AO3)
0
Level 1 1–4
No rewardable material
...
Limited use of appropriate concepts and terminology with frequent
errors and lapses of expression
...
Shows a
lack of understanding of the writer’s craft
...
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
...
Makes general links between texts and contexts
...
Relevant
use of terminology and concepts
...
• Demonstrates knowledge of how meanings are shaped in texts with
consistent analysis
...
• Demonstrates a clear exploration of the significance and influence of
contextual factors
...
Level 4 13–17 Discriminating controlled application/exploration
• Constructs a controlled argument with fluently embedded examples
...
Controls structures
with precise cohesive transitions and carefully chosen language
...
Analyses, in a controlled way, the nuances and
subtleties of the writer’s craft
...
Makes detailed links between texts and contexts
...
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
...
• Presents a sophisticated evaluation and appreciation of the
significance and influence of contextual factors
...
18
Please refer to the Specific Marking Guidance when applying this marking grid
...
Descriptive
• Shows limited awareness of different interpretations and
alternative readings of texts
...
Level 2
3–5
General exploration
• Offers straightforward explanations of different interpretations
and alternative readings of texts
...
Level 3
6–8
Clear relevant exploration
• Offers clear understanding of different interpretations and
alternative readings of texts
...
Level 4
9–11
Discriminating exploration
• Produces a developed exploration of different interpretations
and alternative readings of texts
...
Level 5
12–14
Critical and evaluative
• Applies a sustained evaluation of different interpretations and
alternative readings of texts
...
19
Section B
20
Question
number
17
Indicative content
Les Blancs
Candidates may refer to the following in their answers:
• play’s structure which sets up debates between pairs of characters, e
...
contrast between Tshembe and Charlie in their attitudes toward their
family and the past
• dramatic presentation of Tshembe’s internal struggle with his African past
and European present, e
...
he says to Madame Neilsen: ‘It seems your
mountains have become mine’
• Tshembe and Charlie’s confrontation reflects contemporary debates, e
...
‘I do not “hate” all white men – but I desperately wish that I did
...
g
...
g
...
g
...
Accept any valid alternative response
...
g
...
These are suggestions only
...
21
Question
number
19
Indicative content
Dr Faustus
Candidates may refer to the following in their answers:
• use of dramatic structure to highlight how Faustus’ rebellion dwindles in
scope, leaving an audience uninspired by his actions, e
...
use of slapstick in
the later scenes
• contemporary audiences may see Faustus’ desire for learning as a rebellion
against the limitations of mediaeval knowledge and the restrictions placed
on the individual
• language and persuasive techniques used by the Bad Angel to encourage
rebellion in Faustus, e
...
‘Go forward, Faustus, in that famous art/Wherein
all nature's treasury is contain'd’
• Marlowe’s use of irony and the dramatic impact of warnings ignored and
opportunities for repentance not taken
• crafting of the end of the play to highlight the consequences of rebellion
• extent to which Marlowe presents Faustus as rebelling against the
contemporary Calvinist theory of absolute predestination
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
’
• Faustus’ greed for knowledge and power as a comment on contemporary
debates around humanism and Calvinism
• dramatic impact of the presentation of the Seven Deadly Sins, including
Gluttony
...
Accept any valid alternative response
...
g
...
g
...
g
...
These are suggestions only
...
22
The Duchess of Malfi
Candidates may refer to the following in their answers:
• use of wolf symbolism to develop the character of Ferdinand
• madness of the revenger as a common motif in Jacobean drama
• Webster’s presentation of his character to satisfy the Jacobean taste for
sensation in drama, e
...
his complex – possibly sexual – feelings towards
his sister; his extreme and violent language and behaviour
• his obsessive concern over his sister’s possible remarriage reflects the
importance of rank and gender in Jacobean society
• dramatic irony develops his self-deception, e
...
Ferdinand sees himself as
an embodiment of the law: ’Then the law to him/Is like a foul black
cobweb to a spider
...
g
...
Accept any valid alternative response
...
g
...
’; ‘I am glad to say that I have never seen a spade
...
g
...
g
...
g
...
These are suggestions only
...
24
The Importance of Being Earnest
Candidates may refer to the following in their answers:
• commentary on social conventions and etiquette as typical of the Comedy of
Manners genre
• the play’s mockery of the superficiality of Victorian morality around marriage,
e
...
the comic obsession of the women wishing to marry someone called
Ernest
• heavy reliance on props as a feature of melodrama and farce — genres from
which Wilde borrows heavily, e
...
use of Jack’s cigarette case as a plot device
and as a symbol of his double life; central dramatic and comic significance of
Miss Prism’s handbag
• focus on the importance of social status above all, e
...
Lady Bracknell hiding
the fact of a lost baby to protect her reputation
• use of Gwendolen as a comic character to satirise Victorian values, where
appearances are more important than anything else
• dramatic impact of Miss Prism’s superficial attitude to education
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
These are suggestions only
...
26
The Rover
Candidates may refer to the following in their answers:
• play as a comedy of manners, satirising contemporary mores and fashions
• use of typical plot features of Restoration comedy, e
...
the various bedtricks; unrequited love; cases of mistaken identity
• play’s conventional comic ending in contrast to the darkness that
precedes it
• Blunt ostensibly presented as the comic buffoon, but also portrays the
dangers of fragile male ego and pride
• use of hyperbole and sexually suggestive language to create comedy, e
...
Willmore says of Angellica’s picture: ‘The sight on’t would beget a warm
desire/In souls whom impotence and age had chilled’
• ways in which Behn usurps genre conventions of romantic comedy, e
...
strong focus on the female point of view
...
Accept any valid alternative response
...
g
...
g
...
g
...
g
...
g
...
These are suggestions only
...
28
A Streetcar Named Desire
Candidates may refer to the following in their answers:
• use of the relationship between Mitch and Blanche to explore gender roles
in the 1940s
• structural parallels between their pasts, expressed in their mutual need
for each other as misfits in the violent world of Elysian Fields
• use of contrasts between them to develop themes of class and education,
e
...
‘I guess we must strike you as being a pretty rough bunch
...
g
...
g
...
These are suggestions only
...
26
Question
Number
29
Indicative content
Sweat
Candidates may refer to the following in their answers:
• use of music, news and sport headlines to establish the time setting of
each scene
• use of non-linear narrative in the telling of the story and the impact of
the past on the lives of the characters
• dramatic irony as the audience witnesses characters’ hopes for the
future in the 2000 scenes in the play, e
...
Chris saving to go to college;
Jason’s retirement plans
• importance of the past in characters’ identities and the tension this can
cause, e
...
Tracey’s reference to her family’s history in Reading and her
dismissal of Oscar’s claims to belong
• presentation of how the lives of ordinary people are affected by major
political events in the past, e
...
the signing of NAFTA, creating
conditions for the election of Trump
• dramatic symbolism and irony of changes in Reading in the final scene,
e
...
the change in beer in the bar to ‘artisanal’ once the plant closes;
Oscar is now accepted and addressed by name
...
Accept any valid alternative response
...
g
...
g
...
Since the
twenties, okay?’
• sense of the workers being betrayed by the American Dream, e
...
‘He
clawed his way up from the filth of the yard to Union rep, fighting for
fucking assholes just like that cat
...
’
• dramatic impact of the workers who are seen to betray their fellow union
members by breaking the strike
• the Olstead recruiting flier at the Centro Hispano becomes, for Tracey, a
symbol of the company’s betrayal of its workers, e
...
‘you guys coming
over here’
• use of the dual-time structure to make the audience aware of the tragic
irony of the various betrayals that have taken place over time, e
...
we
do not learn at first what has caused the rift between Jason and Chris
...
Accept any valid alternative response
...
g
...
g
...
g
...
These are suggestions only
...
32
Waiting for Godot
Candidates may refer to the following in their answers:
• use of repetitive, ritualistic structures to emphasise the timelessness of
waiting, e
...
Estragon and his boots; repeated dialogue
• impact of the play’s self-conscious reference to the rituals of staging and
theatre, e
...
‘End of the corridor
...
g
...
g
...
g
...
g
...
These are suggestions only
...
28
Please refer to the Specific Marking Guidance when applying this marking grid
...
AO3 = bullet point
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
...
• Shows limited awareness of contextual factors
...
Aware of some appropriate
concepts and terminology
...
• Gives surface readings of texts relating to how meanings are
shaped in texts
...
• Has general awareness of the significance and influence of
contextual factors
...
11–15 Clear relevant application/exploration
• Offers a clear response using relevant textual examples
...
Creates a logical, clear structure
with few errors and lapses in expression
...
Shows clear understanding of the writer’s craft
...
Develops relevant links between texts and
contexts
...
Discriminating use of concepts and terminology
...
• Demonstrates discriminating understanding of how meanings are
shaped in texts
...
• Provides a discriminating analysis of the significance and influence
of contextual factors
...
Level 5
21–25
Critical and evaluative
• Presents a critical evaluative argument with sustained textual
examples
...
Uses
sophisticated structure and expression
...
Displays a sophisticated understanding of the writer’s craft
...
Makes
sophisticated links between texts and contexts
...
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30
Title: Pearson Edexcel Level 3 GCE 9ET0/01 English Literature Advanced PAPER 1: Drama May 2024 + MARK SCHEME
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel Level 3 GCE In English Literature (9ET0) Paper 1: Drama
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel Level 3 GCE In English Literature (9ET0) Paper 1: Drama