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Example Candidate Responses
(Standards Booklet)
Cambridge IGCSE®
World Literature
0408
Cambridge Secondary 2
Copyright Acknowledgements:
Paper 2
Question 1 © Translated Stephen Mitchell; Pablo Neruda; Horses, in, Full Moon, Fleshly Apple, Hot Moon;
Harper Collins; 1997.
Question 2 © Amitav Ghosh; The Glass Palace; Flamingo; 2000.
Paper 3
Question 3 © Athol Fugard; ‘Master Harold’ … and the Boys; Penguin Books Ltd; 1984.
Question 6 © Translated by Meredith Weatherby; Yukio Mishima, The Sound of Waves; Vintage; 2000.
Permission to reproduce items where third-party owned material protected by copyright is included has
been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES)
to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher
will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge
Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is
itself a department of the University of Cambridge.
Cambridge International Examinations retains the copyright on all its publications. Registered Centres
are permitted to copy material from this booklet for their own internal use. However, we cannot give
permission to Centres to photocopy any material that is acknowledged to a third party even for internal use
within a Centre.
® IGCSE is the registered trademark of Cambridge International Examinations.
© Cambridge International Examinations 2013
Contents
Introduction ........................................................................................................................... 2
Assessment at a glance ........................................................................................................ 3
Component 1: Portfolio (coursework) – Written assignments ............................................... 4
Critical essays.............................................................................................................................................6
Empathic responses ................................................................................................................................. 21
Paper 2: Unseen ................................................................................................................. 30
Paper 3: Set Text ................................................................................................................ 92
Introduction
Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE World
Literature, syllabus 0408, and to show how different levels of candidates’ performance relate to the
subject’s curriculum and assessment objectives.
In this booklet a range of candidate responses has been chosen from the Portfolio component (critical
essays and empathic responses), Paper 2 (Unseen) and Paper 3 (Set Text) and each response is
accompanied by a brief commentary explaining the strengths and weaknesses of the answers.
Examples are given of work achieving Bands 1–8 of the assessment criteria.
There is no straightforward band-grade equivalence for this subject: Grades A*–U are awarded for overall
performance in the examination, not on individual questions within a component.
For purposes of general guidance, the answers which have been assigned marks in Bands 1–3 contain
qualities that if repeated on other answers across the examination as a whole would lead to Grade A*/A;
those assigned marks in Band 5 contain qualities that if repeated on other answers across the examination
as a whole would lead to Grade C; those assigned marks in Band 7 contain qualities that if repeated on other
answers across the examination as a whole would lead to Grade E.
More information about grade thresholds for a particular series is published with mark schemes for that
series.
Past papers, examiner reports and other teacher support materials are available on Teacher Support at
http://teachers.cie.org.uk
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Cambridge IGCSE World Literature 0408
Assessment at a glance
Assessment at a glance
Component
Assessment type
Portfolio
Internally-assessed, and internally
moderated by Centre. Externally
moderated by Cambridge.
Duration
Weighting
—
50%
Duration
Weighting
25%
AND
Component
Assessment type
Paper 2 Unseen
Written examination
1 hour 15 minutes
Component
Assessment type
Duration
Paper 3 Set Text
Written examination
1 hour 30 minutes
AND
Weighting
25%
Teachers are reminded that a full syllabus is available at www.cie.org.uk
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Component 1: Portfolio (coursework) – Written assignments
Component 1: Portfolio (coursework) – Written assignments
Component 1 carries 50% of the assessment of the syllabus as a whole.
Each candidate will submit a portfolio of two written assignments AND one oral assignment.
Component 1 requires study of at least two different forms (poetry/prose/drama), with texts drawn from at
least two countries/cultures.
The portfolio as a whole is marked out of 65: candidates will gain a mark out of 25 for each written assignment,
and a mark out of 15 for the oral assignment.
The Coursework Training Handbook provides a guide to both the written and oral elements of Component 1.
On the CD accompanying the Coursework Training Handbook you will find samples of recorded oral responses
with moderator comments.
Written assignments
The following seven examples of written assignments for Component 1 comprise four critical essays and
three empathic responses. The assignments are set by the teachers(s), and internally marked (and internally
moderated where there is more than one set). They are subsequently externally moderated by Cambridge
International Examinations moderators.
Note: The annotations seen on the candidate responses in this booklet are by the teacher, not the external
moderator.
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Cambridge IGCSE World Literature 0408
Component 1: Portfolio (coursework) – Written assignments
Summary of content of the coursework portfolio:
Assignment
Total
marks
Requirements
1. Critical essay
25
•
800–1200 words (including quotations but not
references/bibliography).
•
Based on one text.*
•
The text must not be on the examination (Paper 3) or
the same text as for the empathic response (written
assignment 2).
(*In cases where a text is a selection of poems/short
stories, the essay must cover at least two poems/stories.)
2. Empathic
response
3. Oral response:
recorded
conversation
25
15
•
600–1000 words.
•
Assumes the voice of one character in one prose or
drama text.
•
The task prescribes a particular moment in the text
(which may be the end of the text).
•
The text must not be on the examination (Paper 3)
or the same text as for the critical essay (written
assignment 1).
•
4–7 minutes.
•
A conversation with the teacher on an aspect of the
candidate’s chosen text:
EITHER the way a novelist or playwright presents a
particular character
OR the way their chosen writer (from prose, drama or
poetry) presents a particular theme.
•
Text may be an examination (Paper 3) set text or a text
studied for one of the other coursework assignments.
•
The conversation must be recorded.
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Component 1: Portfolio (coursework) – Written Assignments
Critical essays
Assessment criteria
Band
Mark
Descriptors
Band 1
25
24
23
Answers in this band have all the qualities of Band 2 work, with further insight,
sensitivity, individuality and flair. They maintain sustained engagement with both
text and task.
Band 2
22
21
20
Sustains a perceptive, convincing and relevant personal response
Band 3
Band 4
Band 5
Band 6
Band 7
Band 8
Below Band 8
6
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
0–1
•
shows a clear critical understanding of the text
•
responds sensitively and in detail to the way the writer achieves her/his
effects
•
integrates much well-selected reference to the text
Makes a well-developed, detailed and relevant personal response
•
shows a clear understanding of the text and some of its deeper implications
•
makes a developed response to the way the writer achieves her/his effects
•
supports with careful and relevant reference to the text
Makes a reasonably developed relevant personal response
•
shows understanding of the text and some of its deeper implications
•
makes some response to the way the writer uses language
•
shows some thoroughness in the use of supporting evidence from the text
Begins to develop a relevant personal response
•
shows some understanding of meaning
•
makes a little reference to the language of the text
•
uses some supporting textual detail
Attempts to communicate a basic personal response to the task
•
makes some relevant comments
•
shows a basic understanding of surface meaning of the text
•
makes a little supporting reference to the text
Some evidence of simple personal response to the task
•
makes a few straightforward comments
•
shows a few signs of understanding the surface meaning of the text
•
makes a little reference to the text
Limited attempt to respond
•
shows some limited understanding of simple/literal meaning
No answer/Insufficient to meet the criteria for Band 8.
Cambridge IGCSE World Literature 0408
Component 1: Portfolio (coursework) –Written Assignments
Example candidate response – Band 1
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Component 1: Portfolio (coursework) –Written Assignments
Examiner comment – Band 1
This is a sustained and perceptive response to the poetry of Anna Akhmatova. The first paragraph sets
out the focus of the essay: in the candidate’s words ‘Akhmatova’s desire to be acknowledged for the
sacrificial decisions she made as a poet’ and ‘her determination to resist the norm that encourages selfpreservation over sacrifice’. There is in the body of the essay detailed examination of language and effects:
e.g. ‘Lot’s wife “turned into transparent salt”...”transparent” emphasizes her invisibility, and how easily
she is forgotten and blown away, like dust, reiterating her insignificance.’ There is also consideration of
how structure contributes to the poetry’s meanings: ‘This stanza links with the fourth, where Akhmatova
expresses her dissatisfaction in love, with the repetition of “too” in “Earth’s drinks much too sweet /
Love’s nets too close together” to stress that love is not right for her’. The analysis is sustained with the
observation: ‘Her feelings of capture and almost enslavement in relationships are conveyed...’
The response shows insight and individuality in its sustained exploration of detail from the poems. This is a
Band 1 performance.
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Component 1: Portfolio (coursework) – Written Assignments
Example candidate response – Band 1
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Component 1: Portfolio (coursework) –Written Assignments
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Component 1: Portfolio (coursework) – Written Assignments
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Component 1: Portfolio (coursework) –Written Assignments
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Component 1: Portfolio (coursework) – Written Assignments
Example candidate response – Band 1
The essay title appears prominently at the top of the essay: ‘How is the destruction of nature showcased
in both Report to Wordsworth and Lament?’ The first and final paragraphs make reference to both the
poems in connection with the essay title. Apart from this, the poems are analysed separately. The second
paragraph sensibly limits background on Wordsworth to the dates of his birth and death. Other contextual
comments relate to the text: e.g. ‘Cheng thinks all is lost so he uses lines like “You should have been
here”...because if Wordsworth was here, maybe he could convince others to save nature ... I think the
“report” Cheng is giving is a duty he feels towards Wordsworth, as if to show nature has been affected’.
The bulk of the essay consists of a detailed exploration of effects, showing a sensitive and perceptive
appreciation of detail: e.g. ‘Flowers, which are vibrant and represent beautiful life, are now “mute”, which
is a symbol of shock and fear.’ The exploration of imagery and its effects is particularly effective when
discussing Clarke’s Lament: e.g. ‘...underneath the “veil” the oil hides a deadly effect, and the images
created like “the veil of iridescence on the sand” are beautiful, but mask something of great menace’.
The response sustains a clear focus on the question and engages sensitively with the ways in which the
poets achieve their effects, showing insight and individuality. This is a Band 1 response.
In poetry (and short story) assignments, candidates should refer to two poems (stories). Experience shows
that, where candidates write about more than two, the writing can become superficial. Comparison is not a
requirement at IGCSE level.
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Component 1: Portfolio (coursework) –Written Assignments
Example candidate response – Band 4
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Component 1: Portfolio (coursework) –Written Assignments
Examiner comment – Band 4
No title is given, but it is possible to determine some focus in the first paragraph: ‘what is wrong with the
way humans treat the earth’. There then follows some elaboration in respect of each of the two poems to
be discussed. There is an overall understanding of key issues as the candidate works through each poem,
adopting an almost line-by-line approach. This is particularly noticeable in the treatment of the second
poem Report to Wordsworth. Perhaps as a result of not having the full essay title near to hand, there is
occasionally a sense of the candidate explaining the content without explicit reference to the overarching
task. Nonetheless, deeper implications are grasped: e.g. ‘both poems describe how nature has gone down
a dark road’. The candidate makes some response to the poets’ use of language, but it is uneven. There is,
for instance in paragraph three, some attempt to evaluate the phrase ‘pulsing burden’ in Lament. However,
comments on language tend to be general: e.g. ‘The metaphor “nest of sickness” conveys the feeling that
war has reached so far that there is a not a safe place left in which to dig a nest.’
In all, this response is certainly better than Band 5 ‘begins to develop a relevant personal response’, but it
does not have the clear understanding and developed response to writers’ effects that characterise a secure
Band 3 response. This is a ‘reasonably developed’ response, placing it in Band 4.
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Component 1: Portfolio (coursework) – Written Assignments
Example candidate response – Band 6
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Component 1: Portfolio (coursework) –WrittenAssignments )
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Component 1: Portfolio (coursework) – Written Assignments
Examiner comment – Band 6
This is a relatively brief and under-developed response to two poems. In the absence of a title, the focus
of the essay can perhaps be gleaned from the first paragraph: ‘both show the theme of death’. This
candidate is hampered by the mistaken impression that the poems must be compared. In practice, this
leads to a simple essay structure of a couple of sentences on one poem followed by a couple of sentences
on the other, and so on. There is some relevant comment but it is not developed: e.g. ‘The author uses
onomatopoeia to describe the baby’s speech’ [in Heaney’s Mid-Term Break]. There is also other comment
that is not secure: e.g. ‘The author uses the word “stride” to show that his father was not used to funerals’.
There is overall a basic understanding of surface meaning and an attempt to communicate a basic personal
response, which places this in Band 6. It does not begin to develop a personal response to the way death is
presented in each poem. The response is a little too fragmented for that.
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Component 1: Portfolio (coursework) –Written Assignments
Empathic responses
The following three candidate responses relate to different characters in Lorraine Hansberry’s play A Raisin
in the Sun.
Assessment criteria
Band
Mark
Descriptors
Band 1
25
24
23
Answers in this band have all the qualities of Band 2 work, with further insight,
sensitivity, individuality and flair.
They sustain an entirely convincing voice.
Band 2
22
21
20
Sustains a perceptive, convincing and relevant personal response
19
18
17
Makes a well-developed, detailed and relevant personal response
16
15
14
Makes a reasonably developed relevant personal response
Band 3
Band 4
Band 5
Band 6
Band 7
Band 8
Below Band 8
•
shows a detailed appreciation of character, rooted in the text
•
sustains an engagingly convincing voice
•
shows a clear understanding of character, rooted in the text
•
sustains a largely authentic voice
•
shows understanding of character and text, including some of the deeper
implications
•
uses suitable features of expression
13
12
11
Begins to develop a relevant personal response
10
9
8
Attempts to communicate a basic personal response to the task
•
shows some understanding of character and text
•
begins to assume a voice appropriate to the character
•
shows a basic understanding of character and text
7
6
5
Some evidence of simple personal response to the task
4
3
2
Limited attempt to respond
0–1
•
•
shows a few signs of understanding of character’s thoughts or feelings
shows some limited understanding of character’s thoughts or feelings
No answer/Insufficient to meet the criteria for Band 8.
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Component 1: Portfolio (coursework) – Written Assignments
Example candidate response – Band 1
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Component 1: Portfolio (coursework) –Written Assignments
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Component 1: Portfolio (coursework) – Written Assignments
Examiner comment – Band 1
This response captures an entirely convincing voice for the character which shows Ruth’s feelings of
helplessness in relation to her husband Walter. The response strikes an authentic note right from the start:
‘Something done changed between Walter and I - it ain’t the same no more. I don’t know how or why it
came to this; we don’t even talk. I mean, really talk. He don’t accept no help from nobody any more.’ The
effect created is of a moving monologue in which Ruth addresses her present concerns - the baby, the
liquor store and Walter’s dreams; ‘but that liquor store ain’t gonna change things overnight - it ain’t going
to solve our problems’. There is a mature understanding of the context out of which Ruth’s thoughts and
feelings arise: ‘...tired of this rat trap, cleaning the same old rug and table tops’.
The voice is sustained convincingly to the end and is rooted in the detail of the play. This is a Band 1
performance.
Note: Details of both character and chosen moment should be clearly indicated at the top of the response.
The moment chosen for recording the ‘thoughts’ is important. Clearly different moments in the text are
likely to lead to different thoughts. An appropriate alignment of voice and moment is a discriminator for the
empathic response.
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Component 1: Portfolio (coursework) –Written Assignments
Example candidate response – Band 4
Cambridge International IGCSE World Literature 0408
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Component 1: Portfolio (coursework) – Written Assignments
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Cambridge IGCSE World Literature 0408
Component 1: Portfolio (coursework) –Written Assignments
Examiner comment – Band 4
This empathic voice for Walter shows understanding of character and some of the deeper implications
of the character’s significance within the wider text. The moment is captured: ‘Oh How I was so full
of dreams, hope, and now I have done it. I lost all of the money my father worked his whole tiring life
for’. There is an understanding of what the consequences will mean for family members, not least the
scuppering of Beneatha’s chances of becoming a doctor. However, the voice is not always convincing. The
address to Beneatha (in paragraph four) has rather too much contrition and brotherly affection. There are
elswhere, however, some suitable features of expression: ‘e.g. I wanted, still want, my son to look up at me
and be proud...’
Overall, this is a reasonably developed personal response, showing an understanding of character and
employing some suitable features of expression, thereby placing the response in Band 4.
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Portfolio (coursework)
Example candidate response – Band 6
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Cambridge IGCSE World Literature 0408
Assessment at a glance
Examiner comment – Band 6
This is an unusual response as there is no voice as such - nor any particular moment from the text specified.
The final sentence of the first paragraph (‘Lena was shocked when she heard this news...’), the beginnings
of the second and third paragraphs, and the final paragraph (beginning ‘After this incident, Lena’s trust...’)
suggest that that the chosen character is Lena (or Mama). But other parts of the response (such as the
fourth paragraph on Beneatha) do not support this.
With these factors in mind, it is clear that the response does not reach Band 5: it does not ‘begin to
assume a voice appropriate to the character’. In spite of the confusion over the purpose of the task, there
is nonetheless still an attempt to communicate a basic response to the character of Lena, with a little
development of points in the second paragraph. In the final paragraph, there is the point that ‘Lena’s trust
for Walter would clearly become a concern’ and also the fact that she does not think he is ready to become
the head of the household.
This response would just squeeze into Band 6. Notwithstanding the confusion, its merits lift this borderline
response just above Band 7’s ‘a few signs of understanding of character’s thoughts or feelings’.
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Paper 2: Unseen
Paper 2: Unseen
This component carries 25% of the assessment of the syllabus as a whole.
Candidates answer one question from a choice of two.
Each question asks candidates for a critical commentary on (and appreciation of) previously unseen writing
printed on the question paper.
One question is based on a passage of literary prose (such as an extract from a novel or a short story); the
other question is based on a poem, or extract of a poem. The material will be taken from writing either
originally in English or in English translation.
There are no set texts for this paper.
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Paper 2: Unseen
Unseen
Assessment criteria
Band
Mark
Descriptors
Band 1
25
24
23
Answers in this band have all the qualities of Band 2 work, with further insight,
sensitivity, individuality and flair.
They show complete and sustained engagement with both text and task.
Band 2
22
21
20
Sustains a perceptive, convincing and relevant personal response
Band 3
Band 4
Band 5
Band 6
Band 7
Band 8
Below
Band 8
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
0–1
•
shows a clear critical understanding of the text
•
responds sensitively and in detail to the way the write achieves her/his effects
•
integrates much well-selected reference to the text
Makes a well-developed, detailed and relevant personal response
•
shows a clear understanding of the text and some of its deeper implications
•
makes a developed response to the way the writer achieves her/his effects
•
supports with careful and relevant reference to the text
Makes a reasonably developed relevant personal response
•
shows understanding of the text and some of its deeper implications
•
makes some response to the way the writer uses language
•
shows some throroughness in the use of supporting evidence from the text
Begins to develop a relevant personal response
•
shows some understanding of meaning
•
makes a little reference to the language of the text
•
uses some supporting textual detail
Attempts to communicate a basic personal response to the task
•
makes some relevant comments
•
shows a basic understanding of surface meaning of the text
•
makes a little supporting reference to the text
Some evidence of simple personal response
•
makes a few straightforward comments
•
shows a few signs of understanding the surface meaning of the text
•
makes a little reference to the text
Limited attempt to respond
•
shows some limited understanding of simple/literal meaning
No answer / Insufficient to meet the criteria for Band 8.
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Paper 2: Unseen
Question 1
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Cambridge IGCSE World Literature 0408
Paper 2: Unseen
Example candidate response – Band 1
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Paper 2: Unseen
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Cambridge IGCSE World Literature 0408
Paper 2: Unseen
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Paper 2: Unseen
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Cambridge IGCSE World Literature 0408
Paper 2: Unseen
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Paper 2: Unseen
Examiner comment – Band 1
From the outset this excellent answer focuses strongly on how the poet achieves his effects and thus
answers the question set. The second paragraph presents both an overview of how the poet conveys the
impact of the horses on him through use of juxtaposition and contrast and gives some detailed analysis of
the effects of his language. Technical terms such as ‘amplification’ and ‘simile’ are used with accuracy and
confidence and with clear emphasis on their effects. Response is personal: ‘The “wet bread” gives a feeling
of disgust, as “wet” suggests something has infected the bread’. Analysis is developed and detailed: ‘The
word “bitten” connotes a cruel, heartless action and this is further amplified by the word “teeth”, something
sharp’. There is further detail on the imagery of fire and godliness surrounding the horses in paragraphs
four to six, where the connotations of ‘ablaze’, ‘god’, ‘white’ and ‘dream’ are explored in an interesting and
personal way.
One impressive aspect of the answer is the ability to analyse the structural effects in the poem. In the
seventh paragraph the candidate looks at the dramatic effects of one-line stanzas and in the eighth paragraph
connects the sense of freedom conveyed by the horses with the use of free verse. This is combined with a
perceptive insight into the overall theme of the poem in paragraphs nine, ten and eleven where the candidate
connects structure and theme: ‘This juxtaposition provides a huge contrast and this last sentence stands out
as it shows how the ‘light’ the horses provided had given life and meaning to the poet.’
The answer is a clear top Band 1 response showing awareness of author’s purpose, amplitude, engagement,
flair, insight and a perceptive overview. It merits maximum marks.
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Paper 2: Unseen
Examiner comment – Band 3
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Paper 2: Unseen
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Paper 2: Unseen
Examiner comment – Band 3
The candidate writes a sound introduction with some overview of the theme of the poem. There is
comment on the bleakness of the setting and, in the third paragraph, some analysis of the imagery of
lack of light, though the specifics of the language, such as the use of repetition, could be examined in
greater detail. There is greater depth of analysis in the fourth paragraph where there is comment on the
connotations of ‘bitten by the teeth of winter’. The candidate shows sensitivity in the fifth paragraph with
discussion on how the ‘otherworldly’ nature of the horses is created and contrasted with the winter setting.
The poet’s creation of the ‘triumphant’ nature of the horses, however, could be developed in greater detail.
The candidate responds intelligently to the images of warmth and power surrounding the horses and makes
connections with the idea of lack of light earlier in the poem. In paragraph seven the answer begins to
consider the image ‘they were like ten gods’, commenting on the connotations of ‘god’ as an ‘omnipotent
and omnibenevolent’ being. Unfortunately the candidate runs out of time and the answer remains
unfinished.
The answer handles the contrast in the poem well, and is sensitive to the connotations of words. There is
an intelligent overview. The second half of the poem, however, is not considered in any detail. There is a
central understanding, but the language could be explored more fully for higher reward. It fulfils all the Band
3 criteria of being well developed, detailed and relevant and gains a mark at the top of that band.
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Paper 2: Unseen
Example candidate response – Band 4
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Paper 2: Unseen
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Paper 2: Unseen
Examiner comment – Band 4
The candidate begins to examine the language and comment on poetic technique in the second paragraph of
the answer. There is some labouring of the point about the use of simile but the answer is beginning to consider
the connotations of words and phrases such as ‘bitten’, ‘wet’ and ‘like white bread’. The candidate then gives
a competent response to the imagery used to describe the horses, commenting briefly but accurately on the
use of ‘gods’, ‘pure white’ and ‘their necks were towers’. There is some development in the response to the
suddenness of the appearance of the horses and the impact this makes on the poet. The candidate gives a clear, if
undeveloped, comment on the use of contrast between dark and light in the poem, supported by quotation. There
is a little response to the overall impact of the horses on the poet.
The candidate focuses clearly on the question. Comment is rather straightforward but is reasonably developed and
there is some analysis of language. There is a lack of focus on the idea of rebirth at the end of the poem but the
candidate does touch upon the use of contrast. The answer was placed at the bottom of Band 4. It selects some
central points but needed to cover more ground in the second half of the poem and explore the language in greater
detail for higher reward.
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Paper 2: Unseen
Example candidate response – Band 5
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Paper 2: Unseen
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Paper 2: Unseen
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Paper 2: Unseen
Examiner comment – Band 5
The candidate writes an introduction which shows some focus on the writer’s techniques and how the
reader is drawn in. The point that ‘light’ generally symbolises hope in literature, is contradicted by the
candidate saying that it may be foreshadowing ‘undesirable things’. The light in the poem is ‘without light’
so hope is an unlikely connotation. The candidate fares better with ‘sky without sky’, engaging with the
language by making a valid comment on its implications. The comments on the use of the colour white
in the third paragraph similarly try to find a symbolic meaning which is not borne out by the context in the
poem. The simile ‘white like wet bread’ is observed but the comment on its effect is very general. There is
a general tendency to talk about imagery in terms of its ‘positive’ or ‘negative’ connotation which is rather
reductive. The candidate tries hard with ‘bitten by the teeth of winter’ suggesting validly that ‘winter’ has
connotations of death but without looking closely at the vision of winter as a predatory animal.
The fifth paragraph of the answer makes a valid point about the use of the word ‘gods’ suggesting the
perfect and seemingly invincible qualities of the horses. The points about the man leading them suggesting
decay, however, and the ‘like a dream of salt’ simile suggesting something ‘may not be as good as
expected,’ are unclear and unconvincing. The candidate misinterprets the ‘like a prisoner’ simile by only
referring to half of it, omitting ‘energy raged’. The candidate concludes with a broad understanding that
ultimately the poet had a ‘delightful experience.’
The candidate tends to isolate literary devices without wholly relating them to their context or understanding
their effect. The answer does begin to respond to the meaning and implications of language and uses
supporting detail but interpretation is uneven. The answer therefore secures a mark in Band 5.
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The candidate tackles the first bullet point by using some quotations to show the ‘negative, dark and
gloomy’ atmosphere created by the poet and makes a valid comment on how this is achieved. The
understanding, however, is on a rather literal level in the second paragraph, with comments such as ’It is
impossible to have no sky’ and ‘I think the word ’bitten’ in the quote refers to frostbite’. In paragraph three
the candidate observes the mood change but then asserts that ‘a random man leading ten white horses’
is a clichéd image of God, without supporting or developing this view. Paragraph four makes some unclear
points: ‘the writer has reached realization of the world’ and reveals some imprecise reading: ‘…he was filled
with the world’. The candidate recognises that the narrator has ‘gained knowledge or truth about something’
but does not elaborate or explain. Some similes are observed but the assertion that they convey ‘positive’
imagery is generalised and they remain unexplored. In paragraph five the candidate does begin to explore
the use of ‘honey’ and ‘fire’ but the points needed further development. This is also true of the ‘like a
prisoner’ simile observed in paragraph six. The candidate begins to comment on the suggestions of power
and danger in this simile but does not expand on this. In the final brief paragraphs the candidate is clearly
running out of time and selects some literary features of the poem without any comment on their effects.
The answer was placed at the top of Band 5. It begins to shape a response but does not achieve a full
understanding of the poem. There is reference to language but the candidate needs to consider its
effects more fully in order for the answer to reach Band 4. The narrow focus on ‘positive’ and ‘negative’
connotations of words is a limiting factor.
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Examiner comment – Band 5
This candidate tries very hard to look at the poet’s use of repetition in the second paragraph. At first
the quotations to support this seem to lack a central focus but eventually there is some response to the
atmosphere and to the poet’s surprise and shock at, one assumes, the appearance of the horses, although
the candidate does not make this clear. There is some understanding of the poet seeing the pent up energy
of the horses but the comment on ‘bitten by the teeth of winter’ is unconvincing and unclear. The candidate
observes the use of simile but comments are generalised. Paragraph four is the strongest section of the
essay where the candidate makes some response to the poet’s use of exaggeration in his description of the
strength and pride of the horses and of how they: ‘…took up the ‘whole world’ of his mind.’ The candidate
then moves away from central issue to make rather basic points.
This is a rather general response which never quite finds focus. There is ample quotation but only some
insight. There is some developed comment on the pride of the horses and the answer begins to move
beyond the literal /narrative level. This takes the answer just beyond Band 6, and it was placed at the bottom
of Band 5.
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Question 2
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Examiner comment – Band 1
The essay begins with an overview and makes a central point that Rajkumar’s fascination with the fort
stems from ‘awe at something so remote from his impoverished life’. The essay continues with a precise
focus on the question and the author’s technique, making perceptive, well-expressed, developed and
supported comment on the use of metaphor, exaggeration and description. The candidate, in paragraph
three, establishes Rajkumar’s poverty and inferior status and relates this to his growing fascination with
the fort with a sophisticated understanding and economy of expression. This point is further developed
in paragraph four where the candidate gives a detailed analysis of the tone and rhythm of the prose,
contrasting the chaos of the streets and the perfection of the fort: ‘The tone here created by the parallel
rhythm and alliteration is almost mocking, especially in how they compare with the fort’s majesty.’ The
candidate shows clear understanding that ‘All of this poverty and lack of order has garnered Rajkumar’s
intrigue in this fort, which seems a world apart.’ Thus the candidate follows through the focus on the
question established in the introduction. Comments on Rajkumar’s dialogue with Ma Cho both explore
style and show close reading. The commentary on Ma Cho’s descriptions of the fort, suggesting that her
experience of it is not as great as she says, is perceptive, original and well supported by quotation. The final
paragraph is less convincing as it misses Rajkumar’s proximity to the fort and determination to get into it.
This is not an exhaustive answer but it is full of insight, intuition and elaboration of ideas through
perceptive comment on the writer’s use of language, structure and narrative form. There are original ideas,
observations and sustained engagement with text and task which place it firmly at the top of Band 1.
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Examiner comment – Band 1
The candidate writes a well-focused, concise introduction. In the second paragraph the answer looks
at the writer’s technique in some detail making intelligent comment on the novelty and uniqueness of
Rajkumar’s experience. There is strong and sensitive analysis of the causeway simile and the imagery of
light surrounding the fort. The candidate uses an effective simile of his own: ‘similar to a lighthouse rescuing
lost boats from the sea’. The point is amplified and supported effectively in the rest of the paragraph with
sensitive comment on the boy watching the fort until night falls. Paragraph three shows intelligent and clear
understanding of the contrast between Rajkumar’s situation and status and the magnificence of the fort,
though the final points of the paragraph could be related more closely to the question. Paragraph four, in
response to the third bullet point, makes perceptive comment on the writer’s technique, using technical
terms such as ‘hyperbole’ and ‘superlative’ relevantly and with confidence. Perhaps more could be said
about Rajkumar’s determination to enter the fort and how this is conveyed but the candidate sums up the
writer’s methods effectively in the conclusion.
This is a lively and upbeat reading of the text with a clear focus on the question almost throughout. There is
sensitive and detailed attention to language and signs of perception and insight. The answer was placed in
Band 1.
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The introduction focuses on the central contrast in the passage. The candidate then establishes the elements
in Rajkumar’s character which lead him to be fascinated by the fort. The point about contrasting settings is then
developed with some attention to language and its effects: ‘A triplet of alliteration was used…creates an imagery of
a difficult, poor life.’ This is amplified by comment on Ma Cho’s reminders to Rajkumar of the reality of their poverty
which is contrasted with the opulence of the fort. There is attention to the language of Ma Cho’s descriptions and the
candidate makes central points about how the extravagance of the fort is emphasised by the style. The contrast with
Rajkumar’s living conditions is observed and supported by an apt quotation but could be further developed with further
textual references. Rajkumar’s ever growing fascination is traced and supported by quotation in the fifth paragraph and
the development from wonder to curiosity and then to determination is observed.
This is a strong, direct personal response, showing appreciation of the boy’s character and his developing interest.
The focus is not always consistently explicit on the writing and the question, but the candidate does engage with the
writer’s use of language devices and their effects. The answer is well developed, detailed and relevant and was placed
at the bottom of Band 3.
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Examiner comment – Band 4
The candidate writes a focused introduction which touches on the author’s technique. There are two
relevant quotations to show Rajkumar’s awe at the fort and the impact it makes on him. The answer
examines the use of language which conveys how the fort stands out from the rest of the city with some
development of comment on ‘soaring lightness’. The candidate does attempt to look beyond the literal
in suggesting that the fort symbolises a hindrance to the boy’s ‘straight course’ and is ‘unpredictable.’
Neither of these points is fully convincing but reveals an awareness of implied meanings. This attempt at
symbolic reading is developed in paragraph three, though without detailed and convincing support. There
is some loss of focus on the question at the end of this paragraph which looks at Rajkumar’s character
rather than the task set. The candidate recovers focus at the beginning of the next paragraph looking at the
contrast between the city’s poverty and the fort’s ‘gilded pillars’ and ‘polished floors’. The point that these
quotations convey a sense of wealth is a good one but needed further development. More than wealth
is suggested here. The candidate gives a well-embedded quotation to show how the writer’s metaphor
reveals Rajkumar’s fascination. There is a brief but apt summary of the main points the candidate makes in
conclusion.
There is a relevant and focused response to the question and the answer begins to explore what the fort
might represent. The answer was placed at the bottom of Band 4. A more thorough analysis of language
and its effects is needed for higher reward.
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Examiner comment – Band 5
The introduction to the essay is rather brief and, although asserting the importance of the writer’s use of
language, the answer’s main weakness is the lack of critical analysis. The candidate observes the ‘straight
road’ description but the suggestion that this shows Rajkumar ‘adores’ the fort and has no doubt about going
there is not fully convincing or supported. The answer begins to improve when the candidate looks at the
contrast between the shanties at the sides of the road and the splendour of the fort. There is also some focus
on language when the candidate makes valid comments on the use of the word ‘revealed.’ At the beginning
of the third paragraph the answer seems to lose focus on the question but then the candidate does comment
on the contrast between Rajkumar’s lowly status and the glamour of the fort. There is some textual support to
prove the poverty of his living conditions and a list of quotations to show the richness of the fort. If the candidate
had examined the language in these quotations the answer would have improved considerably. There is
understanding of how the author suggests the distance between the boy and the fort with use of apt quotation.
The answer shows understanding of the contrast between the fort and the boy’s life but only a little of the
deeper implied fascination. The candidate uses textual reference but the comment on the writer’s language
needed development for higher reward. The answer was therefore placed at the top of Band 5.
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Examiner comment – Band 5
There is some evidence of overall understanding in the introduction but the candidate does not specifically
mention the fort and this lack of clear focus on the question is reflected throughout the answer. The candidate
writes three relatively lengthy paragraphs about the straight road leading to the fort without concentrating clearly
on the fort itself until right at the end of paragraph four. There are relevant points made along the way, such as
the boy being impressed by the unfamiliar straightness and the contrast between the road and its surroundings.
The candidate also appreciates the ‘causeway cutting across a choppy sea’ metaphor without, however, fully
exploring its effect. There is further elaboration about the straight road culminating in the point that ‘It was
a miracle to behold’ though this appears to refer erroneously to the road rather than the fort. There is some
response to the description of the immensity of the fort and comment on Rajkumar forgetting his purpose
because of his fascination. In paragraph six the candidate loses sight of the question writing at some length
about Rajkumar’s background and character. The candidate mentions Ma Cho’s descriptions of the fort but gives
no detail or support. Similarly the candidate mentions Rajkumar’s questioning Ma Cho about the maids but
does not relate this clearly to the boy’s developing fascination. Points made in the conclusion are relevant but
undeveloped.
The candidate finds it difficult to select the key elements of the passage and spends too long on the ‘straight
road’. There is a concentration on narrative rather than the task set. There is some engagement with the
language and the answer is well supported, but there is a tendency to drift from the question and examination of
textual detail is relatively cursory. The answer was placed at the top of Band 5 and needed a more secure focus
on the question for higher reward.
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The candidate shows understanding that Rajkumar asks questions about the fort but takes a while to go
beyond this rather basic comment. The candidate does finally give some support for the point and link it to
the question. There is some awareness of the reader’s perspective and an appreciation of the outstanding
qualities of the fort, though this is expressed rather naively: ‘big and nice’. The points that ‘It seems
like it is heaven’ and ‘everything is organised and outside is hell’ are valid and relevant but need textual
support. The candidate then spends some time saying that Rajkumar did not know what he was doing in
this unfamiliar environment, which is a rather surface level and imprecise reading, though supported by
a relevant quotation. The point that Mandalay seems to have two personalities – the fort and the city – is
moving toward an appreciation of contrast but needs considerable further support and development. The
point made about Ma Cho responding with detail to Rajkumar’s interest in the fort is unsupported and
undeveloped and Rajkumar’s interest in the maids is mentioned but not explored. The assertion that the
writer ‘does not use a lot of literary technique’ overlooks much of the aforementioned in the passage.
The answer begins to develop a personal response, showing understanding of Rajkumar’s life and interest
in the fort. Engagement with language, however, is limited and the answer requires much stronger textual
support for a higher mark. It was placed in Band 5.
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There is some response at the beginning of the essay to the fascinating nature of the fort but the candidate
looks at this from the reader’s perspective rather than that of Rajkumar as the question asks. The idea
that ‘you are blown away by how immense it is’ suggests (by implication) Rajkumar’s response and the
candidate does give some textual support: ‘hundreds and hundreds of rooms’. The candidate quotes
from Ma Cho’s descriptions but calling the fort ‘prim and proper…good and neat’ does not quite reflect
the splendour of the imagery the writer uses. The comment ‘a whole new world, a prestige, fragile
and monumental place’ seems closer to the mark. “Fragile” is used possibly because of the extensive
glass? The fifth paragraph of the answer is rather repetitive and the comparison of Rajkumar to a tourist
suggests that the candidate is losing control of the material and focus on the task. This is borne out in the
sixth paragraph which becomes a factual account of the inhabitants of the fort without connection to the
question. The conclusion regains focus but the valid points need some textual support.
Overall there are relevant comments, an understanding of the meaning of the passage, some response to
language and some textual references in the answer. It was placed at the top of Band 5 and needs more
consistent direct relevance to the question and some response to the second bullet point for higher reward.
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Examiner comment – Band 6
The introduction to this essay needs some mention of the fort but there is a general awareness of
Rajkumar’s response to the ‘newness’ of Mandalay. The assertion that he is ‘scaried’ (presumably ‘scared’)
is not supported from the text. The candidate observes that the boy halts in the middle of the road and even
forgets why he was sent to the city but makes no comment to link these observations to the question. The
candidate sees that the fort is described from Rajkumar’s point of view and is described as ‘a miracle to
behold’ but makes no comment on how the style reveals his fascination here. The answer then becomes
narrative and loses sight of the question. The answer regains some focus in the fourth paragraph where
the candidate suggests that the fort is forbidden territory and dangerous for the boy. There is a narrative
approach, however, as the candidate relates what Ma Cho tells the boy without relevant comment. In the
next paragraph the candidate just begins to explore implied meaning by suggesting that the fort represents
‘a dream and hope’ for Rajkumar as he ‘makes up his mind of going in there’.
The candidate understands the basic narrative and responds to description and mood. There is evidence
of relevant comment and some textual support but insufficient contact with the writing and its effects for
Band 5. The answer was placed at the top of Band 6.
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Paper 3: Set Text
Paper 3: Set Text
This component carries 25% of the assessment of the syllabus as a whole.
Questions will be set on a range of prose and drama texts in English translation, or originally written in
English. On each set text there will be two questions: one extract-based question and one general essay
question. Each question carries the same number of marks.
The paper is divided into:
•
Section A: extract-based questions
•
Section B: essay questions.
Candidates answer two questions: one question from each section. They may answer both of their
questions on the same set text, or on two different texts.
Extract-based questions focus on one section of the text, asking candidates to re-read a specific passage
from the set text before answering. The passage will be printed on the question paper.
Essay questions require a more general approach to the set text as a whole, or a significant element/
character within it.
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Assessment criteria
Band
Mark
Descriptors
Band 1
25
24
23
Answers in this band have all the qualities of Band 2 work, with further insight,
sensitivity, individuality and flair. They show complete and sustained engagement
with both text and task.
Band 2
22
21
20
Sustains a perceptive, convincing and relevant personal response
Band 3
Band 4
Band 5
Band 6
Band 7
Band 8
Below
Band 8
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
0–1
•
shows a clear critical understanding of the text
•
responds sensitively and in detail to the way the writer achieves her/his
effects
•
integrates much well-selected reference to the text
Makes a well-developed, detailed and relevant personal response
•
shows a clear understanding of the text and some of its deeper implications
•
makes a developed response to the way the writer achieves her/his effects
•
supports with careful and relevant reference to the text
Makes a reasonably developed relevant personal response
•
shows understanding of the text and some of its deeper implications
•
makes some response to the way the writer uses language
•
shows some thoroughness in the use of supporting evidence from the text
Begins to develop a relevant personal response
•
shows some understanding of meaning
•
makes a little reference to the language of the text
•
uses some supporting textual detail
Attempts to communicate a basic personal response to the task
•
makes some relevant comments
•
shows a basic understanding of surface meaning of the text
•
makes a little supporting reference to the text
Some evidence of simple personal response
•
makes a few straightforward comments
•
shows a few signs of understanding the surface meaning of the text
•
makes a little reference to the text
Limited attempt to respond
•
shows some limited understanding of simple/literal meaning
No answer / Insufficient to meet the criteria for Band 8.
For each example candidate response, examiner comments relate to individual answers rather than whole
scripts.
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Question
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Example candidate response – Band 1
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Examiner comment – Band 1
This response sustains a close engagement with the task and the detail of the printed extract. The essay
begins with an overview, recognising the shift from a mother ‘full of pride and courage...to the end where
she feels crushed and sad by the rejection of Terukichi...’ There is a clear focus on the question for example,
consideration of how Mishima uses a series of short sentences. There is discussion of the broader
contribution to tension: ‘The reader has been hooked to sense that the future social harmony of the island
have been severely affected’. There is an occasionally faltering note, for example, the attempt to link the
passage to wider themes: ‘Mishima is trying to point out the flaws of old Japanese culture, although he
believes that they should be preserved’. Nevertheless, there is on the whole a sustained critical analysis of
the extract in relation to the question set, with a clear focus on the way Mishima achieves his effects. The
additional insight and sensitivity pushes this answer into Band 1.
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Question
HENRIK IBSEN: An Enemy of the People
How does Ibsen make Peter Stockmann, the Mayor, such a memorable and important character in the play?
Example candidate response – Band 1
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Examiner comment – Band 1
Straight away this response engages with the key words of the question, addressing what it is that
makes Peter Stockmann, the Mayor, such a ‘memorable’ and ‘important’ character. This is a man who
‘prioritises money over the well-being and the betterment of the citizens’. Also acknowledged is the
function of the character as one through whom the theme of corruption is revealed. There is an attempt
to explore the effects of language, for example, ‘the lexical use of ‘flowing’ give connotations of a raging
river, hence suggesting that money and economy has been rising very quickly in the town’. This is further
developed with some success on the third page: ‘showing that Peter is very proud of it, and wants to
boast positive comments about it.’ Occasionally, comments would benefit from elaboration, for example,
the ‘foreshadowing’ alluded to at the top of the third page and the broad assertion about Ibsen raising ‘the
betterment of a socialist...over capitalist’. However, overall this is a perceptive response, showing clear
critical understanding. There is evidence of a sensitive appreciation of the way Ibsen achieves his effects.
In addition, there is sufficient insight into both strands of the question to place this just inside Band 1.
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Paper 3: Set Text
Question
ATHOL FUGARD: ‘Master Harold’ . . . and the Boys
Explore the ways in which Fugard makes Hally’s father have a dramatic impact in the play even though he
never appears on stage.
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Example candidate response – Band 2
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Examiner comment – Band 2
The first succinct paragraph addresses the key terms of the question directly. This initial judgement is
made: ‘[Hally’s father] is responsible for a majority of negatives in Hally’s life, such as stealing Hally’s tuition
money to buy “booze”, telling Hally at such a young age, discriminating, racist jokes about black people’.
The response ranges widely across the play. The importance of the phone call from his mother announcing
the father’s return from hospital is recognised and the dramatic impact it has on Hally: ‘This was the last
straw for Hally, as you see him turn from a mature, assured young man, to an intolerant brutally rude child’.
Significant moments in the play are mentioned: Hally’s re-telling of the father’s joke (‘of utmost disrespect’)
leading to the pivotal moment when Hally spits in Sam’s face and, in so doing, destroys their friendship.
A clear critical understanding is shown in a perceptive personal response, supported by well-selected
reference (indirect as well as direct quotation). This is a secure Band 2 performance. More developed
analysis of textual detail and Fugard’s dramatic effects would lift this response higher.
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Paper 3: Set Text
Question
YUKIO MISHIMA: The Sound of Waves
To what extent does Mishima encourage you to sympathise with Chiyoko, the lighthouse keeper’s daughter?
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Example candidate response – Band 4
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Examiner comment – Band 4
The first paragraph offers a general overview of the character of Chiyoko, the lighthouse keeper’s daughter.
She is ‘shy, untalkative’ and ‘very self-conscious of her own body’. This is linked to the question in the
final sentence of the paragraph: ‘Mishima can be said to strongly encourage the reader to sympathise with
Chiyoko’. Some supporting evidence is used in the second paragraph: ‘she even questioned Shinji, her
crush, “am I ugly?” ‘ Her jealousy of Hatsue is mentioned and her sense of guilt after spreading rumours
about Hatsue and Shinji. But the reasons for sympathy are not clearly developed: it is simply asserted that
‘These mixed impressions of envious, confused and innocence...effectively encourages us to sympathise
with Chiyoko’. Overall, however, there is understanding of the character and of deeper implications about
her role in the text, together with some useful supporting evidence. This is better than a Band 5 ‘begins to
develop a relevant personal response’ and moves into Band 4.
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Question
JEAN ANOUILH: Antigone
How does the way in which Anouilh portrays the guards contribute to the impact of the play?
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Example candidate response – Band 4
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Examiner comment – Band 4
This is a reasonably developed and generally focused response to the guards’ contribution to the impact
of the play. The comic element is noted: ‘they completely disregard Antigone and how she may be feeling
and instead talk about women and alcohol’. Of Jonas’s arrest of Antigone, the candidate writes: ‘The ironic
part is that he believes he is better than Antigone even though she is part of the royal family’. The guards
playing cards at the end of the play shows that ‘life goes on’. These observations point to a reasonably
developed response to the impact of the guards. There is a reasonably wide range of reference, though not
in the form of direct quotation. This means that it is difficult to demonstrate a response to the specific ways
in which Anouilh achieves his effects. However, this is a clear Band 4 performance, showing understanding
of text and deeper implications.
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Question
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Example candidate response – Band 4
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Examiner comment – Band 4
Understanding is shown of the importance of Sam building the kite, but there is little awareness that
the conversation between Hally and Sam recounts an episode that happened in the past. After some
consideration of the wider context and the symbolism of the kite (‘a bonding tool’), there is a more explicit
focus on the question: ‘This presents the character Sam as not only a servant but also a teacher showing
Hally what is right, even though he had less education than Sam. This makes their friendship stronger...’
The penultimate paragraph makes the point that by flying the kite they break down barriers: ‘they can just
be friend and ignore the fact if he’s black or white’. There is, therefore, an understanding of the extract and
its deeper implications and significance within the wider play. It is placed in Band 4, ‘makes a reasonably
developed relevant personal response’. For higher reward, there needs to be a more detailed analysis of the
passage, with careful probing of the effects of specific dialogue and actions.
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Question
HENRIK IBSEN: An Enemy of the People
How does Ibsen make Peter Stockmann, the Mayor, such a memorable and important character in the play?
Example candidate response – Band 6
Cambridge International IGCSE World Literature 0408
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Paper 3: Set Text
Examiner comment – Band 6
This relatively short, under-developed essay nonetheless makes some relevant comment about the Stokmann
brothers’ ‘conflicting personalities’ and adds that ‘Ibsen has made brothers what they truly are: competitors
with one another’. There is recognition of basic aspects of the text: Peter Stockmann’s views are ‘economical’
(i.e. relate to the town’s economy) and ‘he has the power to do anything’; and Dr Stockmann ‘nags on’. These
points, taken together, ‘attempt to communicate a basic personal response’, which places the response in Band
6. The points would need to be more developed and supported in greater detail for a mark in Band 5.
120
Cambridge IGCSE World Literature 0408
Paper 3: Set Text
Question
JEAN ANOUILH: Antigone
How does the way in which Anouilh portrays the guards contribute to the impact of the play?
Cambridge International IGCSE World Literature 0408
121
Paper 3: Set Text
Example candidate response – Band 6
122
Cambridge IGCSE World Literature 0408
Paper 3: Set Text
Examiner comment – Band 6
This response makes some relevant comment about humour, in the second paragraph. There is a little
direct quotation and some explanation: Antigone is ‘about to be sentenced to death. But then the guards are
talking about what they will do tonight, like partying’. Comment is made later that the guards are ‘epicurean’.
The comments are relevant enough, as is the ‘little reference’, but there is little sense of a developing
argument. For that, there would need to be more detail from the text. This is a Band 6 answer: ‘attempts to
communicate a basic personal response’.
Cambridge International IGCSE World Literature 0408
123
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