Mark Scheme (Results)
Summer 2023
Pearson Edexcel GCSE
In English Literature (1ET0)
Paper 2: 19th-century Novel and Poetry
since 17892
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Summer 2023
Question Paper Log Number P72892
Publications Code 1ET0_02_2306_MS
All the material in this publication is copyright
© Pearson Education Ltd 20233
General Marking Guidance
• All candidates must receive the same treatment. Examiners must mark the
first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded for what
they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme not according to their
perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be
used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners should
always award full marks if deserved, i.e. if the answer matches the mark scheme.
Examiners should also be prepared to award zero marks if the candidate’s response
is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles by
which marks will be awarded and exemplification may be limited.
• When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.
Marking Guidance – Specific
• The marking grids have been designed to assess student work holistically. The
grids identify the Assessment Objective being targeted by the level descriptors.
• When deciding how to reward an answer, examiners should consult both
the indicative content and the associated marking grid(s). 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. Candidates will
be placed in the level that best describes their answer according to the
Assessment Objective described in the level. Marks will be awarded towards the
top or bottom of that level depending on how they have evidenced each of the
descriptor bullet points.
• Indicative content is exactly that – it consists of factual points that candidates4
are likely to use to construct their answer. 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 fulfil the
requirements of the question. It is the examiner’s responsibility to apply their
professional judgment to the candidate’s response in determining if the answer
fulfils the requirements of the question.
Placing a mark within a level
• 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. Candidates will
be placed in the level that best describes their answer according to the descriptors
in that level. Marks will be awarded towards the top or bottom of that level
depending on how they have evidenced each of the descriptor bullet points.
• If the candidate’s answer meets the requirements fully, markers should be
prepared to award full marks within the level. The top mark in the level is used for
work that is as good as can realistically be expected within that level.5
The table below shows the number of raw marks allocated for each question in this
mark scheme.
Component
Assessment Objectives
AO1 AO2 AO3 AO4
Total
mark
Component 2:
19th-century Novel
and Poetry
Questions 1a to 7a 20 20
Questions 1b to 7b 20 20
Questions 8 to 11 15 5 20
Question 12 8 12 20
AO1 Read, understand and respond to texts. Candidates should be able to:
● maintain a critical style and develop an informed personal response
● use textual references, including quotations, to support and
illustrate interpretations.
AO2 Analyse the language, form and structure used by a writer to create meanings and
effects, using relevant subject terminology where appropriate.
AO3 Show understanding of the relationships between texts and the contexts in
which they were written.
AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect,
with accurate spelling and punctuation.6
Section A – 19th-century Novel
Jane Eyre
Question
Number
Indicative Content
1 (a) The indicative content is not prescriptive. Reward responses that explore the ways in
which Brontë presents what Jane Eyre sees and hears in this extract.
Responses may include:
• Jane Eyre describes the moonlight as ‘full and bright’. In parenthesis, she clarifies
why: ‘(for the night was fine)’
• the moon is personified: ‘looked in at me’, ‘her glorious gaze roused me’, ‘her
disc — silver-white and crystal clear’. The moon’s beauty is tempered by
solemnity: ‘beautiful, but too solemn’
• Jane hears a shocking noise, which the reader knows by her monosyllabic
exclamatory outburst: ‘Good God! What a cry!’
• the night is described as being ripped apart by ‘a savage, a sharp, a shrilly
sound’. The use of the repeated ‘a’ and sibilance emphasises the horror of
terrifying noise
• hyperbole is used to describe Jane’s reaction to the sound: ‘My pulse stopped:
my heart stood still; my stretched arm was paralysed’
• Jane uses an analogy, when describing the ‘fearful shriek’ as being worse than
the sound of the ‘wildest-winged condor on the Andes’ and adding whatever had
made the sound would have to rest before it was repeated
• Jane locates the sound as coming from the room above her own. The repeated
‘overhead’ emphasises Jane’s disbelief when she also hears a ‘struggle’ and a
‘half-smothered voice’ shout out
• she hears the desperate, repeated call: ‘Help! help! help!’
• the person in need asks desperate questions ‘Will no one come?’ and further
struggles are heard. The pairing of the continuous participles ‘staggering and
stamping’ heard through the alliterative, plosive ‘plank and plaster’, create an
atmosphere of violence and fear
• repetition is used again when the person under attack shouts for Rochester. The
panic is conveyed with exclamations
• Jane describes the sounds occurring above as someone goes to help. The violent
noises, ‘step stamped’, ‘something fell’, juxtaposed with the ‘silence’, add tension
• there is a cacophony of confused and terrified voices as others investigate the
source of the noise, conveyed through a list of various people asking questions
and making exclamations: ‘Oh! what is it?’ — ‘Who is hurt?’ — ‘What has
happened?’ — ‘Fetch a light!’ — ‘Is it fire?’ — ‘Are there robbers?’ — ‘Where shall
we run?’
• the sounds are followed with a list of various actions describing what Jane sees:
‘They ran to and fro; they crowded together: some sobbed, some stumbled: the
confusion was inextricable’
• it appears that it is only when Rochester announces his imminent arrival that
there is likely to be some composure.
Reward all valid points.7
Level Mark Descriptor – Bullets 1 and 2 – AO2 (20 marks)
please see page 4
0 No rewardable material.
Level 1 1–4 • The response is simple and the identification of language, form
and structure is minimal.
• Little evidence of relevant subject terminology.
Level 2 5–8 • The response is largely descriptive. There is some comment on
the language, f [Show Less]