level 3 exemplars and comments paper 1 sample 1: part i
TRANSCRIPT
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Level 3 exemplars and comments
Paper 1
Sample 1:
Part I, Section C, Question 9
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Sample 1:
Part I, Section C, Question 9
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Sample 1:
Part I, Section C, Question 9
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Sample 1:
Part I, Section C, Question 9
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Sample 1:
Part I, Section C, Question 9
Comments
This response concentrated on Walter and Kitty in terms of the different types of duty they perform
in The Painted Veil. The observations made about Walter and the way he fulfils his duties in
marriage and career are by and large relevant and adequate. What was said about Kitty, however,
could have been strengthened, particularly the transformation of her attitude towards her duty as
wife in Mei Tan Fu. To attribute the change solely to her appreciation of Walter’s devotion and
commitment to fighting the spread of cholera seems somewhat simplistic. A reconsideration of the
environment of Mei Tan Fu, the characters Kitty befriends, and the challenges and experiences she
undergoes in the new environment – all this would have allowed the candidate new insights into
Kitty’s character and possibly a more penetrating and comprehensive analysis in addressing the
question.
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Sample 2:
Part I, Section D, Question 14
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Sample 2:
Part I, Section D, Question 14
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Sample 2:
Part I, Section D, Question 14
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Sample 2:
Part I, Section D, Question 14
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Sample 2:
Part I, Section D, Question 14
Comments
Some valid and well-grounded comments were offered to explain why Dee (‘Everyday Use’) and
the narrator of ‘Cathedral’ are deemed the most irritating characters in the set texts. The candidate
rightly focussed on their qualities, such as rudeness, feeling of superiority, class and disability
prejudice, and a lack of awareness of the negative impact of their own actions and language on
others to paint a picture of the characters as annoying and unwelcoming. However, the discussion
was marred by undeveloped and/or irrelevant details, e.g. it is unclear how the symbol of the quilt
and narrative point of view exactly relate to the characters’ irritating behaviour.
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Paper 2
Sample 1:
Section B, Question 5
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Sample 1:
Section B, Question 5
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Sample 1:
Section B, Question 5
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Sample 1:
Section B, Question 5
Comments
(i) This answer merely explains what is happening in each poem through heavy quotation.
No real differences are identified.
(ii) Three strong images correctly identified and somewhat supported.
(iii) A fair attempt here at not only identifying techniques but also understanding their function
in the poem.
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Sample 2:
Section C, Question 7
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Sample 2:
Section C, Question 7
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Sample 2:
Section C, Question 7
Comments
(i) Candidate does pick-up on how the use of repetition reflects the endlessness of domestic
duty. However, confuses the reader with reference to “how busy they are” and “she needs to
float across the sky”. Goes off on a tangent to discuss women “in today’s society”.
(ii) Correctly interprets stanza 2 as more of a prayer, and touches on how the use of pauses
affects tone. However, confusion in the final paragraph here weakens the answer.
(iii) Unattempted.
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Paper 3
Sample 1:
Creative Writing: Hazel Brown
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Sample 1:
Creative Writing: Hazel Brown
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Sample 1:
Creative Writing: Hazel Brown
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Sample 1:
Creative Writing: Hazel Brown
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Sample 1:
Creative Writing: Hazel Brown
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Sample 1:
Creative Writing: Hazel Brown
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Sample 1:
Creative Writing: Hazel Brown
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Sample 1:
Creative Writing: Hazel Brown
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Sample 1:
Creative Writing: Hazel Brown
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Sample 1:
Creative Writing: Hazel Brown
Comments
The candidate tries to build an atmosphere of suspense and tries to provide a twist in the plot to
arouse readers’ interest. However, the plot development, which is important to capture the readers'
attention, has not been worked out convincingly. The plot is thin and characterisation is quite weak.
The candidate tries to use the symbol of Hazel Brown as in the title but the metaphorical meaning of
this has not been explained. There is quite a lot of repetitive description in the story. The candidate
also needed to produce a more convincing ending to the story.
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Sample 2:
Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The
Striped Pyjamas and Boys Don’t Cry
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Sample 2:
Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The
Striped Pyjamas and Boys Don’t Cry
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Sample 2:
Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The
Striped Pyjamas and Boys Don’t Cry
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Sample 2:
Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The
Striped Pyjamas and Boys Don’t Cry
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Sample 2:
Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The
Striped Pyjamas and Boys Don’t Cry
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Sample 2:
Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The
Striped Pyjamas and Boys Don’t Cry
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Sample 2:
Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The
Striped Pyjamas and Boys Don’t Cry
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Sample 2:
Extended Essay: How social stigma lead to loss of humanity among characters in The Boy In The
Striped Pyjamas and Boys Don’t Cry
Comments
The candidate has tried to develop an argument throughout the essay, but some of the terms in the
thesis have not been adequately defined or explained. The term ‘social stigma’ has not been
explained thoroughly. The part on The Boy in the Striped Pyjamas is confusing as it is not very clear
whether the thesis applies to the main character or the Jews. The discussion lacks a central focus and
the perspective of the main character has not been dealt with adequately. The part on the second film
is brief and how the society looks down on homosexuals also needs to be elaborated with more
concrete examples. The two films are treated separately but there should have been some connection
between the treatment of the themes between the two films. The piece could have been better
organised.