Part A: How To Get Full Marks (Edexcel GCSE English Literature): Revision Note
Exam code: 1ET0
19th Century Novel: Part A: How To Get Full Marks
Regardless of which 19th-century novel you are studying as part of the Edexcel English Literature GCSE, the type of question set in Section A part (a) will always be the same: you will be asked to comment on an extract from your chosen text. It is tempting to jump straight in and start writing immediately. However, following this guide will ensure you answer the question in the way the examiners are looking for.
Below you will find sections on:
What skills are required
Steps for success
What skills are required
Some questions on your exam paper have a dominant assessment objective. For part (a) the only assessment objective is AO2. This requires you to analyse the ways in which the writer has used language, form and structure to shape meanings. The sections below explore the skills you will need to demonstrate mastery of this assessment objective in more detail.
Analysing language (AO2)
Language techniques are the deliberate and strategic choices writers make to convey their ideas, create specific effects and engage the reader. Understanding and identifying these techniques are important skills when analysing and interpreting any text.
Once you have considered the writer’s viewpoint in a text, you can begin to explore the ways in which the writer communicates this to the reader
This is where you will begin to examine the specific language choices which the writer has made in order to convey their message
To do this, you might wish to focus on particular words and phrases and their intended connotations
Once you are able to identify particular words and phrases within a text, you need to develop this skill further by considering why the writer has chosen to include these within their writing. You can do this by selecting a word from a text and exploring some of the connotations associated with this word. For example, here is a short extract from A Christmas Carol by Charles Dickens which makes repeated reference to the word “home”. The quotation below is stated by Scrooge’s sister Fan, after she visits him at his boarding school:
“I have come to bring you home, dear Brother! … Home, for good and all. Home, for ever and ever. Father is so much kinder than he used to be, that home’s like Heaven!” |
Here are some connotations of this word:
“home” | |||
warmth | safety | belonging | identity |
nostalgia | protection | comfort | idyll |
Having considered the possible connotations of this word, you could start to extend some of these ideas into a paragraph. By extending your analysis of words and phrases in the text, you are ensuring that your response is both detailed and analytical:
The word “home” is synonymous with a place where one belongs and Dickens’s repetition of this word evokes a sense of warmth and comfort. The prospect of Scrooge returning to his familial home at Christmas offers him emotional solace and security. Fan’s comparison of home being “like Heaven” conjures an idealised and idyllic image of Scrooge’s home. |
We will now consider a longer extract and examine some other language features and techniques that Dickens employs in this text:
“Oh! But he was a tight-fisted hand at the grindstone, Scrooge! a squeezing, wrenching, grasping, scraping, clutching, covetous, old sinner! Hard and sharp as flint, from which no steel had ever struck out generous fire; secret, and self-contained, and solitary as an oyster. The cold within him froze his old features, nipped his pointed nose, shrivelled his cheek, stiffened his gait; made his eyes red, his thin lips blue; and spoke out shrewdly in his grating voice. A frosty rime was on his head, and on his eyebrows, and his wiry chin. He carried his own low temperature always about with him; he iced his office in the dog-days; and didn’t thaw it one degree at Christmas.” |
Below is an example of a language feature from this extract:
Quotation | Language technique |
“as solitary as an oyster” |
Whenever you comment on a language feature, you must always explain the intended effect on the reader. It is not enough to simply list examples of different word types, or techniques, in your answer, so exploring the intended effect is always crucial. Having identified a language technique above - a simile - we will now explore the possible intended effects on the reader:
Quotation + technique + intended effect on the reader |
Dickens uses the simile “as solitary as an oyster” to depict Scrooge as an isolated character and this image conveys Scrooge’s loneliness and estrangement from those around him. Dickens could also be suggesting that, like an oyster, Scrooge has a hard exterior though on the inside there is a much more vulnerable entity, shielding itself from the outside world. This creates some empathy for him as a character. In the same way that oysters must be prised open, so too must the spirits force Scrooge to reveal his inner humanity. Furthermore, as only some oysters produce pearls (which are viewed as very precious), by the end of the novel Scrooge is finally revealed to the reader as a precious and valuable individual within his society. The contrast between the solitary oyster and the potential for something precious alludes to Scrooge’s potential for transformation and redemption. |
Examiner Tips and Tricks
It is important that you are familiar with key literary terms so that they can help to support your analysis of the text. However, while the examiner will expect you to use relevant subject terminology to support your views, this does not mean that you will secure more marks for just demonstrating that you know literary terms. It is much more important that you clearly articulate the intended effects of any terms that you use.
As a more extended example, we will explore some further language features, again using an extract from A Christmas Carol. The focus will be on how Dickens presents the last Spirit in the extract below:
“The Phantom slowly, gravely, silently, approached. When it came near him, Scrooge bent down upon his knee; for in the very air through which this Spirit moved it seemed to scatter gloom and mystery. It was shrouded in a deep black garment, which concealed its head, its face, its form, and left nothing of it visible save one outstretched hand. But for this it would have been difficult to detach its figure from the night, and separate it from the darkness by which it was surrounded. He felt that it was tall and stately when it came beside him, and that its mysterious presence filled him with a solemn dread. He knew no more, for the Spirit neither spoke nor moved.” |
Remember, the goal of analysing language is to uncover layers of meaning, understand the writer’s intent and explore how language contributes to the overall impact of the text. Here is an example of several language features from this extract:
Quotations | Language techniques |
“shrouded”, “deep black garment”, “its head, its face, its form” | adjective, list of three, repetition |
Having identified some language techniques above, we will now explore the possible intended effects on the reader. Remember, your textual references should be accurate and discerning and fully support the points you make. Any quotations you choose to use should always be directly relevant to the focus of the question:
Quotations + techniques + intended effect on the reader |
When describing the Spirit, Dickens uses the adjective “shrouded”, which evokes a sense of mystery and foreboding and hints at the Spirit’s association with death and the unknown. The word implies concealment or secrecy and conveys how the Spirit is totally enveloped in its “deep black garment”. These words reinforce the Spirit’s association with darkness and death and underscore its sinister presence. This is further reinforced with another triplet when the Spirit is described as having “its head, its face, its form” concealed by the covering. This adds an air of mystery and anonymity and the repetition of “its” - rather than a more inclusive pronoun such as “his” or “her” - heightens this ominous atmosphere. |
Analysing structure
Analysing structural techniques entails evaluating how the writer employs features such as introductions, conclusions, pacing, temporal shifts, repetition, dialogue and changes in perspective or narrative viewpoint. Familiarity with key structural terms can help in analysing the extract effectively. However, it’s crucial to analyse the intended effects of these devices rather than simply demonstrating a wide range of terminology.
Form relates to the way in which the text is presented, such as prose, poetry or drama. Structure relates to how the information within the text is organised, such as how the novel progresses through its use of sentences, paragraphs and chapters. Both of these aspects are intertwined and so the form of a text will influence its structure.
Below is another extract from A Christmas Carol. Read through the passage and think about how Dickens has used structural devices in this extract:
“When Scrooge awoke, it was so dark, that looking out of bed, he could scarcely distinguish the transparent window from the opaque walls of his chamber. He was endeavouring to pierce the darkness with his ferret eyes, when the chimes of a neighbouring church struck the four quarters. So he listened for the hour. To his great astonishment the heavy bell went on from six to seven, and from seven to eight, and regularly up to twelve; then stopped. Twelve! It was past two when he went to bed. The clock was wrong. An icicle must have got into the works. Twelve!” |
Your response should aim to be a cohesive evaluation of the interrelationship of form and structure and their effect on the reader. Your use of subject terminology should always be integrated and precise. We will now explore some structural comments that you might choose to make about the opening of this chapter:
Structural technique | Quotation | Intended effect on the reader |
time and repetition | “the heavy bell went on from six to seven, and from seven to eight, and regularly up to twelve; then stopped. Twelve!” | The opening lines revolve around the structural device of time, particularly the sound of the clock chimes, which helps to build tension. The repetition of the clock's progression from six to twelve creates a sense of time passing rapidly and irregularly, which reflects Scrooge’s disoriented and bewildered state |
“He was endeavouring to pierce the darkness with his ferret eyes, when the chimes of a neighbouring church struck the four quarters.” | Dickens juxtaposes the darkness of Scrooge's room with the chimes of the church clock. This contrast enhances the atmosphere of the scene, highlighting the eerie and mysterious nature of the events unfolding. The slow and deliberate description of Scrooge trying to discern his surroundings in the darkness, combined with the repetition of the clock striking the hours, adds to the sense of anticipation and foreboding |
When you begin to analyse the extract, you need to identify those parts of the extract which will help you to respond to the question you are answering. When you have done that, you can begin to select quotations to support your choices.
Whenever you comment on a structural feature, you must always explain the intended effect on the reader. It is not enough simply to list examples of different structural techniques in your answer. Exploring the intended effect is crucial.
Developing your analysis
Remember, developing your analysis of a 19th-century text takes time, careful reading and critical thinking. To produce an effective analysis, you should aim to make your comments as detailed and specific as you can.
Remember, choosing what to analyse in the extract requires careful consideration of the question. By following the points outlined below and selecting relevant and significant quotes, you'll be able to focus your analysis and provide a well-supported response in the exam:
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Steps for success
To do well in this task, you need to respond confidently to the extract you are given in the Edexcel GCSE English Literature exam paper. It is tempting to go right in and begin to dissect the extract straight away. However, following the steps below will ensure you respond to the question in the manner that examiners are looking for:
Read the question carefully and highlight the focus of the question
Read the extract carefully and critically, annotating in the margins:
Re-read the extract thoroughly several times, paying close attention to its use of language, form and structure
Highlight your initial observations and any significant language or structural details that stand out to you
Plan your answer:
Start by placing the extract in the context of the novel
Identify particular words, phrases and any language or structural techniques that the writer has used
Choose three to four quotations that illustrate the writer’s effective use of language or structure to convey meaning, or which create a specific effect
When planning, make sure you respond to the beginning, middle and end of the extract
Follow your plan and write your response:
Prioritise elements that are most relevant and significant to the question
Choose aspects that best support your argument or analysis and which provide the most substantial insights
Make sure every paragraph has a strong topic sentence at the beginning
After that, make sure each paragraph “proves” the topic sentence
Re-read and check your work for overall sense and accuracy
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