Mark Scheme & Model Answer (Edexcel GCSE English Literature)

Revision Note

Kate Lee

Written by: Kate Lee

Reviewed by: Jenna Quinn

Mark Scheme and Model Answer

Writing a poetry comparison essay for the Edexcel English Literature course is probably the most complex piece of writing you will have to undertake at GCSE. However, there are ways to simplify the process. The best way to improve any essay is to know how you are assessed, and what skills you are being assessed on. This page has been created to give you a sense of what examiners are looking for in a full-mark response to the poetry anthology question. It contains:

  • Overview

  • Mark scheme

  • Example task

  • Model answer

  • Unannotated model answer

Overview

In part (a) of Section B you will be asked to compare a named poem from the Pearson Poetry Anthology collection to another poem from that collection. You must also make links to the context in which the poems were written. This can seem daunting, especially as you have to write about two separate poems in one essay, and that only one of these poems is printed in the exam paper. However, examiners just want to see your ideas and opinions on the poems you have studied. The guide below will enable you to best express these ideas and opinions in a way that will gain the highest marks.

You are more likely to perform well on the paper if you keep in mind the dominant assessment objectives for this question. For this section you are assessed on AO2 and AO3: you are awarded 15 marks for AO2 and 5 marks for AO3.

Mark scheme

The mark scheme for the Edexcel GCSE English Literature specification can seem intimidating at first. However, it is crucial that you have a thorough understanding of the mark scheme because, in doing so, you will know exactly what you are being assessed on and how to improve.

AO2 and AO3 are assessed as part of Section B part (a). The weighting for this question is:

  • AO2 - 75%

  • AO3 - 25% 

Here is a simple version of the Edexcel mark scheme for the Poetry Anthology question:

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           

Example task

Regardless of which poetry anthology you have studied, the type of question you’ll need to write an essay for will be the same. You will be asked a question that asks you to compare and analyse two anthology poems. Your answer will need to address both the given (printed) poem and another poem of your choice from the anthology.

The following task is based on the May 2019 Edexcel GCSE English Literature Paper 2 exam and is focused on the Relationships Anthology. However, the commentary is designed to highlight how to structure your response and integrate all aspects of the assessment objectives, and therefore the model could be applied to any poetry anthology question in the examination.

We will now explore how you can create an informed and coherent argument using an example of a question from part (a) Section B. First, let’s read through the question below:

Question:

Re-read ‘She Walks in Beauty’. 

Choose one other poem from the Relationships anthology. 

Compare how admiration for another person is presented in the two poems. 

In your answer, you should consider the:

  • poets’ use of language, form and structure

  • influence of the contexts in which the poems were written

When structuring your essay, the most important thing to do is to have a clear introductory sentence (also known as a “topic sentence”) at the beginning of every paragraph. This topic sentence must make one clear point that is directly related to the focus of the question. Here are a couple of great topic sentences that explore different aspects of admiration for another person. For this example, we will compare Byron’s poem with Keats’s poem 'La Belle Dame sans Merci':

Question focus

How admiration for another person is presented

Topic sentence

Both poems portray their admiration and love for another person as romantic and ethereal.

Topic sentence

Both poems can also be considered classical and traditional in their presentation of romance and admiration.

When writing the rest of your paragraph, all your points then should relate to your topic sentence. It is also a great idea to maintain a focus on the key term of the question (here, “admiration for another person”) throughout your argument.

Question focus

How admiration for another person is presented 

Topic sentence

Both poems can also be considered classical and traditional in their presentation of romance and admiration.

Analysis

Byron’s speaker displays his admiration as he idealises his beloved’s beauty and purity. The speaker describes her as “So soft, so calm, yet eloquent” and that she has “smiles that win”, speaks of “goodness” and has “serenely sweet” thoughts. The speaker in Keats’s poem also presents a similar classical depiction of romance. The speaker describes the female figure in ‘La Belle Dame sans Merci’ as a typical damsel in distress at times, such as in the line “she wept and sighed full sore”. The object of the speaker’s love in Keats’s poem is a typical female character in Romantic poetry: she is described as “Full beautiful” and her “hair was long” and she expresses her feelings for the knight: “‘I love thee true’”, which again shows a mutual admiration based on traditional gender roles.

Model answer

Below you will find a full-mark, Grade 9 model answer for this task. The commentary labelled in each section of the essay illustrates how and why it would be awarded Grade 9. Despite the fact it is an answer to a question on the Relationships Anthology, the commentary is relevant to any question based on poems in any of the other anthologies, because it is modelling how to structure an answer incorporating the relevant assessment objectives.

gcse-english-litertaure-edexcel-poetry-anthology-relationships-1
gcse-english-litertaure-edexcel-poetry-anthology-relationships-2
gcse-english-litertaure-edexcel-poetry-anthology-relationships-3
gcse-english-litertaure-edexcel-poetry-anthology-relationships-4
gcse-english-litertaure-edexcel-poetry-anthology-relationships-5
gcse-english-litertaure-edexcel-poetry-anthology-relationships-6

Unannotated model answer

In both ‘She Walks in Beauty’ by Lord Byron and ‘La Belle Dame sans Merci’ by John Keats the poets explore themes of admiration for another person, by presenting relationships in classical and romantic terms. However, while Byron’s presentation of love has a peaceful resolution, Keats presents a more melancholy version of a relationship.

Both poems portray their admiration and love for another person as romantic yet ethereal, through contrast and natural imagery. The poem ‘She Walks in Beauty’ is written in lyric form (comprising three stanzas of six lines) and this conveys the poet’s utter admiration for the woman. Byron uses natural imagery to describe the perfection of the woman in his poem and describes her “like the night/Of cloudless climes and starry skies” and also refers to her as “dark and bright”. These contrasting images convey the complexities of the woman’s beauty which is further exemplified through the phrase: “One shade the more, one ray the less”. Similarly, in ‘La Belle Dame sans Merci’ Keats uses contrasting natural imagery to describe the romantic relationship between a dying knight who is enthralled with a beautiful and comforting fairy woman. Keats depicts the knight on a “cold hill” when the “harvest” is done and they meet in the “meads” and make flower garlands in a “fragrant zone”.

Both poems can also be considered classical and traditional in their presentation of romance and admiration. Byron’s speaker displays his admiration as he idealises his beloved’s beauty and purity. The speaker describes her as “So soft, so calm, yet eloquent” and that she has “smiles that win”, speaks of “goodness” and has “serenely sweet” thoughts. The speaker in Keats’s poem also presents a similar classical depiction of romance. The speaker describes the female figure in ‘La Belle Dame sans Merci’ as a typical damsel in distress at times, such as in the line “she wept and sighed full sore”. The object of the speaker’s love in Keats’s poem is a typical female character in Romantic poetry: she is described as “Full beautiful” and her “hair was long” and she expresses her feelings for the knight: “‘I love thee true’”, which again shows a mutual admiration based on traditional gender roles.

Byron’s poem is written in lyric form comprising three stanzas of sestets which could also be used to convey the poet’s admiration for the woman. There is a regular rhythm and a regular rhyme scheme, perhaps suggesting the regularity of the poet’s walk and the woman’s perfection. Furthermore, the use of enjambment suggests that the poet cannot pause for breath when showing his admiration for the woman. In contrast, Keats writes in the form of a medieval ballad which is written in 12 quatrains. The repetition of lines describing the knight alone on a hill in the first and last stanzas creates a cyclical story that is not resolved. Keats takes the reader through an engaging story in keeping with the oral traditions of a ballad and uses this to convey ideas about acceptance and inevitability. Both poets, Keats and Byron, were Romantic poets and the poems were written in the same decade (1814 and 1819). Romantic poets were fascinated by the mysterious as well as the experience of the sublime – the feeling of being overwhelmed by something greater than oneself. In Keats’s poem, the supernatural element is evident in the mysterious nature of the woman who bewitches the knight. Both poets use a regular rhythm and rhyme scheme and both draw on the Romantic themes of heartfelt emotions and nature.

However, while 'She Walks in Beauty' ends with a peaceful resolution, 'La Belle Dame sans Merci' has a tragic conclusion that presents desire and admiration as dangerous. This is evident as Byron’s poem has a regular structure with a ABABCC rhyme scheme across stanzas to show a calm, reflective speaker. However, Keats’s poem raises darker themes in the disrupted rhythm of the lyrical ballad. The alternating rhyme creates a flowing narrative at times while other lines, such as with “brow” and “rose”, create an ominous tone. Moreover, Byron uses iambic tetrameter to create a regular and controlled rhythm to convey a positive tone. The poem ends with an exclamation of joy: “A heart whose love is innocent!” In contrast, in Keats’s poem, the regular rhythm is disturbed with short lines like “And no birds sing”. This line ends the poem with a dark conclusion, the knight alone and dead. Keats uses caesura and exclamations to present warnings, such as in “—Ah! woe betide!—”. While Keats’s Romantic poem dwells on the brief love of a dying knight, Byron’s poem is a universal expression of admiration and joy.

In their poems, both Byron and Keats explore themes of admiration for another person by presenting relationships as classical and traditional. However, while Keats's poem tells a melancholy tale about a strange and ethereal fairy, Byron’s poem is more like a tribute to a beautiful woman. 

 Commentary

  • Ensure your writing is informed by perceptive comparisons and contrasts

  • Demonstrate a range of similarities and/or differences between both poems

  • Aim to demonstrate an understanding of form, language and structure and their effects

  • Have a firm understanding of the context as this will add depth to your analysis

  • Remember to integrate context throughout your response

  • Relevant subject terminology should be integrated and precise

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Kate Lee

Author: Kate Lee

Expertise: English and Languages Lead

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.

Jenna Quinn

Author: Jenna Quinn

Expertise: Head of New Subjects

Jenna studied at Cardiff University before training to become a science teacher at the University of Bath specialising in Biology (although she loves teaching all three sciences at GCSE level!). Teaching is her passion, and with 10 years experience teaching across a wide range of specifications – from GCSE and A Level Biology in the UK to IGCSE and IB Biology internationally – she knows what is required to pass those Biology exams.