This document provides guidance and assessment objectives for students taking a literature exam consisting of multiple questions. It includes sample exam questions on Shakespeare, a 19th century novel, modern texts, poetry, and unseen poetry. For each question, it lists the assessment objectives, key content to discuss in responses, and level descriptors for marking. The document aims to help students understand what is required to answer questions successfully and achieve higher marks in the literature exam.

1. Literature Paper 1: Q1 (34m) Focus Task: 21.25% 8 Mins Planning 45Mins Writing
AO1 Read, understand and respond to texts.
Students should be able to: Maintain a critical style
and develop an informed 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 & effects using
relevant subject terminology where appropriate
AO3 Show understanding of relationships between
texts & the contexts in which they were written
AO4 Use a range of vocabulary and sentence
structure for clarity, purpose and effect, with
accurate spelling and punctuation
Play
Extract
Prompt &
whole text
Starting with this speech, how does Shakespeare
present Shylock’s feelings about the way he is treated?
Write about:
• How Shakespeare presents Shylock in this speech
• How Shakespeare presents Shylock in the play as a
whole.
NOTES: Level 6 (26-30) Level 5 (21-25) Level 4 (16-20) Level 3 (11-15) Level 2 (6-10) Level 1 (1-5)
Higher level answers will contain detailed examination of language, consider alternative interpretations and meanings and will draw
thoughtful conclusions about the role of context in relation to the question focus.
Link extract to creating meaning in text as a whole and place in wider context.
AO1 Respond to Text What is happening in the extract? How can the events be interpreted for deeper
meaning? How does this relate to the whole text? How can I organise my response so
that it is logical and coherent? What references to events in the extract or the whole
text will support my answer to the question? What specific language, form and
structure is used by the writer in extract which addresses the question? What is
repeated throughout the play which also addresses the question? How does the time
period of the play have an impact on the question? How does the dramatic element
or spectacle of the play have an impact on the question? How would the play be
interpreted by the intended audience?
AO1 Respond to Task
AO2 Lang, Form & Structure
AO3 Text & Context
AO4 SPaG
Literature Paper 1 Question 1 : SHAKESPEARE

2. Literature Paper 1: Q2 (30m) Focus Task: 18.75% 8 Mins Planning 45Mins Writing
AO1 Read, understand and respond to texts.
Students should be able to: Maintain a critical style
and develop an informed 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
Novel
Extract
Prompt &
whole text
Starting with this extract, how does Stevenson present Mr Hyde
as a frightening outsider?
Write about:
• how Stevenson presents Mr Hyde in this extract
• how Stevenson presents Mr Hyde as a frightening outsider in
the novel as a whole.
NOTES: Level 6 (26-30) Level 5 (21-25) Level 4 (16-20) Level 3 (11-15) Level 2 (6-10) Level 1 (1-5)
Higher level answers will contain detailed examination of language, consider alternative interpretations and meanings and will draw
thoughtful conclusions about the role of context in relation to the question focus.
Link extract to creating meaning in text as a whole and place in wider context.
AO1 Respond to Text What is happening in the extract? How can the events be interpreted for deeper
meaning? How does this relate to the whole text? How can I organise my response so
that it is logical and coherent? What references to events in the extract or the whole
text will support my answer to the question? What specific language, form and
structure is used by the writer in extract which addresses the question? What is
repeated throughout the novel which also addresses the question? How does the
time period of the novel have an impact on the question? How does the genre have
an impact on the question? How would the novel be interpreted by the intended
audience?
AO1 Respond to Task
AO2 Lang, Form & Structure
AO3 Text & Context
Literature Paper 1 Q2: 19thC NOVEL JEKYLL & HYDE

3. Literature Paper 2: Q1 (34m) Focus Task: 21.25% 45Mins Writing
AO1 Read, understand and respond to texts. Students
should be able to: Maintain a critical style and develop an
informed 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 structure
for clarity, purpose and effect, with accurate spelling and
punctuation
Whole
Text/Play
Without
Extract/
Closed book
1 Question from choice of 2:
How does Orwell use the character of
Napoleon to explore ideas about power and
control in Animal Farm?
Write about:
• How Orwell presents the character of
Napoleon
• How Orwell uses the character of
Napoleon to present ideas about power
and control in the novel
NOTES: Level 6 (26-30) Level 5 (21-25) Level 4 (16-20) Level 3 (11-15) Level 2 (6-10) Level 1 (1-5) Use of subject terminology,
thoughtful, detailed and developed. Detailed links between context, texts and the question focus.
Modern Text Key Content – in relation to the question…?
Language What words are typically used in the text? What language is frequently repeated to create impact? What are
the typical language devices? Key quotes? What images are created? What type of imagery is used? What
images are repeated throughout the text? How does the sentences structure reflect the action/tension
build-up/theme? What is relevant about the form of the prose/dramatic staging? How does it reflect the
action/tension/theme? What are the central themes of the text? What is the author attitude to these
themes? What alternative interpretations could be offered? What is the context of the text? How does this
have an impact on the themes/characters/action?
Imagery
Form & Structure/
Dramatic Staging
Themes
Context
Literature Paper 2 Q1: POST 1914 MODERN TEXT

4. Literature Paper 2: Q2 (30m) Focus Task: 18.75% 45Mins Writing
AO1 Read, understand and respond to texts. Students
should be able to: Maintain a critical style and develop an
informed 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
One Printed
Poem to
compare with
another of
choice
Compare how the poets present attitudes
towards a parent in ‘Follower’ and in one
other poem from ‘Love & Relationships.’
NOTES: Level 6 (26-30) Level 5 (21-25) Level 4 (16-20) Level 3 (11-15) Level 2 (6-10) Level 1 (1-5) Use of subject terminology,
thoughtful, detailed and developed. Detailed links between context, texts and the question focus.
Poetry Cluster Key Content
Language Word choice – semantic field, alliteration, repetition, emotive language, hyperbole, onomatopoeia,
assonance, consonance
Repetition, imagery – simile, metaphor, personification, oxymoron, juxtaposition, pathetic fallacy,
Structure, Rhyme scheme (regular, irregular), stanzas, enjambment, caesura
Narrative viewpoint, positive, negative, attitude, idea, event or story of poem
Imagery
Form
Comparison
Context/Themes/Tone
Literature Paper 2 Question 2: POETRY CLUSTER

5. Literature Paper 1: Q3 (24m) Focus Task: 15% 30Mins (5 plan/25 write)
AO1 Read, understand and respond to texts. Students
should be able to: Maintain a critical style and develop an
informed 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
One Unseen
Poem
In the poem ‘To a Daughter Leaving Home’,
how does the poet present the speaker’s
feelings about her daughter?
NOTES: Level 6 (21-24) Level 5 (17-20) Level 4 (13-16) Level 3 (9-12) Level 2 (5-8) Level 1 (1-4)
Poetry Cluster Key Content
Language Word choice – semantic field, alliteration, repetition, emotive language, hyperbole, onomatopoeia,
assonance, consonance
Repetition, imagery – simile, metaphor, personification, oxymoron, juxtaposition, pathetic fallacy,
Structure, Rhyme scheme (regular, irregular), stanzas, enjambment, caesura
Narrative viewpoint, positive, negative, attitude, idea, event or story of poem
Imagery
Form
Comparison
Themes/Tone
Literature Paper 2 Question 3: UNSEEN POETRY

6. Literature Paper 1: Q4 (8m) Focus Task: 5% 15mins (5 plan/10write)
AO2 Analyse the language, form and structure used by a
writer to create meanings and effects using relevant
subject terminology where appropriate
Comparison
of Q3 Poem
and one other
In both the ‘Poem for My Sister’ and ‘To a
Daughter Leaving Home’ the speakers
describe feelings about watching someone
they love grow up. What are the similarities
and/or differences between the ways the
poets present those feelings?
NOTES: Level 4 (7-8) Level 3 (5-6) Level 2 (3-4) Level 1 (1-2) Convincing comparison of the effects of poet’s methods on reader.
Poetry Cluster Key Content
Language Word choice – semantic field, alliteration, repetition, emotive language, hyperbole, onomatopoeia,
assonance, consonance
Repetition, imagery – simile, metaphor, personification, oxymoron, juxtaposition, pathetic fallacy,
Structure, Rhyme scheme (regular, irregular), stanzas, enjambment, caesura
Narrative viewpoint, positive, negative, attitude, idea, event or story of poem
Imagery
Form
Comparison
Context/Themes/Tone
Literature Paper 2 Q4:UNSEEN POETRY COMPARISON