Question 4: Model Answer (Edexcel GCSE English Language)

Revision Note

Deb Orrock

Written by: Deb Orrock

Reviewed by: Nick Redgrove

Question 4, the evaluate question, is a 15-mark question which tests your ability to make judgements about how well a writer has achieved meanings or effects. Your evaluation must be supported with appropriate textual evidence.

The following guide includes:

  • Question 4 example

  • Question 4 model answer

  • Why would this get full marks?

Question 4 example

The following example is taken from the November 2022 exam paper:

Question prompt about creating sympathy for a man and a girl; asks for evaluation and text-based support; worth 15 marks.
Paper 1 Question 4

Following the advice given in our How to Answer Question 4 revision note, you should be able to identify the focus of this question as:

  • The creation of sympathy for the man and the little girl

The next step is to highlight on the extract what the writer has done to create sympathy for both characters, and how successful this is. For example:

Annotated text from "A Study in Scarlet" with analysis notes highlighting sympathy and inner strength through descriptive language and literary devices.
Paper 1 Question 4 text annotation

You can find the full extract at the bottom of the November 2022 exam paper.

Examiner Tips and Tricks

Apply this process when practising writing your own answers to past paper questions, and then compare your answer to the suggested content found in the mark schemes. You can find a selection of Edexcel past papers and mark schemes on our website.

Question 4 model answer

In this extract, the writer is very successful in creating sympathy for the man and the little girl by gradually revealing that both are likely going to die. [Marking comment] 


From the start of the extract, Conan Doyle effectively [Marking comment] creates a pitiful image of a once-strong man who is now just skin and bones. The simile of his “parchment-like skin” being “drawn tightly over projecting bones” immediately conveys the extent of his malnourishment. This is further emphasised by the comparison of his hand to a skeleton, indicating that this man’s condition is so serious that he might be close to death. The writer continues to skilfully create sympathy by juxtaposing the man’s poor physical condition with the implication of his inner strength, through the “unnatural lustre” in his sunken eyes and the suggestion of a “wiry and vigorous constitution”. [Marking comment] This contrasts with his “gaunt face”, “shrivelled limbs” and “senile and decrepit appearance” to highlight the toll the barren landscape and a lack of food and water have taken on someone once so strong and alive.


The writer continues to create feelings of sympathy for the man successfully by hinting at how bleak his situation is. [Marking comment] The blunt assertion that the man is “dying — dying from hunger and thirst” makes the reader realise the grim reality the man is facing. [Marking comment] The shocking revelation of the little girl in the bundle further highlights the bleakness of the situation; he is not only struggling himself, but he is also responsible for a young, innocent girl who appears not to realise the reality of her situation. Her “moaning cry” and “dimpled fists” reveal her childish anger at being dropped, and the writer’s use of sibilance in her “small, scared face” and emphasis on her size immediately makes her a figure of sympathy for the reader as she seems so out of place in this harsh environment. [Marking comment]


In addition, the writer goes on to skilfully create sympathy for the child as her pretty appearance, with her “dainty shoes” and “smart pink frock” suggests a “mother’s care”, which is in marked contrast to the man’s appearance, suggesting that he has taken care of her despite his dire situation. [Marking comment] The writer hints that he has sacrificed his food and water to the little girl as her “healthy arms and legs” suggest that “she had suffered less than her companion”. The touching scene in which she demands that he “kiss it and make it well” emphasises her innocence and increases the reader’s sympathy for both of them, which is powerfully further enhanced through the child’s inability to comprehend that her mother has died. [Marking comment] The reader understands that the man believes they are also both going to die, but he protects the child from this reality through his use of his euphemism “I guess you’ll see her before long”.


The final paragraph, with its reference to heaven and the rapid arrival of the buzzards, described as “the forerunner of death”, evokes a final, strong sense of sympathy for both characters and their heartbreaking reality. [Marking comment] Overall, the writer begins the extract by creating sympathy for a man who is clearly in a very difficult situation. This sense of sympathy only deepens as the extract continues with the introduction of the innocence of the little girl and the interplay between her and the man, and their impending doom. 

Why would this get full marks?

The top level of the mark scheme for this question rewards the following:

Level 5: 13–15 marks

  • The response effectively evaluates ideas, events, themes or settings

  • The evaluation is sustained over the whole of the extract

  • The response provides a critical overview and judgement about the text

  • Each quote or textual reference is relevant and clarifies the points being made

This answer would receive full marks because it meets all of the criteria for a Level 5 response:

  • It develops a sustained convincing and critical response to the relevant statement in the question

  • It covers the whole of the extract

  • The response shows a perceptive understanding of the writer’s methods, for example the use of similes

  • The response has evaluated critically and in detail the effects of the writer’s use of language on the reader

  • It uses evaluative language throughout

  • The key word from the question, “sympathy”, is used to keep the response focused throughout

  • A good range of quotes is used to clarify each point made

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Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

Nick Redgrove

Author: Nick Redgrove

Expertise: English Senior Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.