Question 1 Poetry: Mark Scheme & Model Answer (Cambridge (CIE) IGCSE English Literature)

Revision Note

Deb Orrock

Written by: Deb Orrock

Reviewed by: Kate Lee

Mark Scheme and Model Answer

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. It contains:

  • Overview

  • Mark scheme

  • Example task

  • Model answer

  • Unannotated model answer

Overview

Question 1 (Poetry) will require you to answer a question based on a poem printed on the exam paper. You will be asked to explore, or analyse, how a poet has achieved particular meanings or ideas. Your response must also be supported with direct quotations or close references to the poem, which should be integrated into your respon

Mark scheme

The mark scheme for any question in Literature in English is quite broad and can seem difficult to understand. This is because there is no “correct answer” for any essay: the exam board does not provide points that need to be included in any essay; instead, examiners use the mark scheme to place an answer into a level. 

The questions in Paper 4 are equally weighted, and each question tests all four assessment objectives.

In simple terms, to achieve the highest marks (Band 8 = 23–25 marks), this means:

AO1

  • Demonstrate your knowledge by incorporating well-selected references to the text skillfully and with flair in your answers

  • This means using quotations and indirect references to the poem to support your views or arguments

AO2

  • Sustain a critical understanding of the text by showing individuality and insight

  • This means showing that you understand the main ideas, settings, events and characters, and that you appreciate the deeper meanings of the poem

AO3

  • Respond sensitively and in considerable detail to the way the writer achieves her/his effects

  • This means that you are able to explore how writers use language, structure and form to convey impressions and ideas

AO4

  • Sustain a personal and evaluative engagement with the task and text

  • This means that you are able to give a personal response to the question and text, and support your response with references to the text

Examiner Tips and Tricks

Although there are four specific assessment objectives assessed in this task, it is not the case that a certain number of marks are awarded for any one objective. Instead, the examiners are looking for a well-constructed and coherent essay that seamlessly combines all of the skills covered by the assessment objectives.

Example task

The following task is written in the style of a question you might get on your exam paper. It is based on the poem “An Abandoned Factory, Detroit” by Philip Levine. The annotations indicate the kind of things you should be looking for when reading the unseen poem in the exam for the first time.

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How does the poet’s writing strikingly portray the abandoned factory?

To help you answer this question, you might consider:

  • How he portrays the gates and fence that surround the factory

  • How he describes the inside of the building

  • How he explores the relationship between the factory and the people who once worked there

Model Answer

Below you will find a full-mark model answer for this task. The commentary labelled in each section of the essay illustrates how and why it would be awarded full marks. Despite the fact it is an answer to the above question, the commentary is relevant to any unseen poem essay, because it is modelling how to structure an answer incorporating the relevant assessment objectives.

The poet strikingly conveys the abandoned factory firstly by placing it in a particular city, Detroit, which is an industrial city. The use of the comma in the title, rather than saying “in Detroit”, implies that the factory is Detroit or that Detroit symbolises an abandoned factory.

The speaker is standing in front of an empty factory with barbed-wire fencing and chained gates running around it. The description of the “great presses” and “cast-iron wheels” imply that this was once a busy powerhouse of industry, but this contrasts with the description of the workers gradually losing their dignity and their human power because working at the factory has drained them. 

The introduction demonstrates the candidate has understood the focus of the question set


It critically analyses the writer’s choice of structure in the title and what this implies




This accurately summarises the poem, demonstrating to the examiner that the candidate understands it and has engaged with it

The poet goes on to describe the gates as being “chained” and the “barbed-wire fencing” as an “iron authority” against the snow. The imagery makes the factory resemble a prison, with the “iron authority” a prison guard, there to keep everything in order. However, the “corrosion of their minds” suggests that this is not a physical prison, but a mental one, as it locks up the workers’ intelligence through the relentless repetition of menial tasks. The destruction of the workers’ minds fuelled the “charge” that kept the fence active, keeping them trapped and unable to escape.

The response zooms in on particular language used to create an image of a prison keeping people trapped




Quotes are well integrated into each point – they are not separate

The windows in the factory are broken so that the inner workings of the building can be seen. The “cast-iron wheels” and “spokes” represent the dreams of the workers that were squashed by the factory. They are now forever stuck, “in air suspended” and “in the sure margin of eternity”, never to be realised. However, even the vast machinery now stands silent, rusted by time, as represented by the use of caesura in the second stanza. This abrupt pause perhaps symbolises the abruptness with which the factory’s operations stopped. A factory that has taken the lives and dreams of so many people suddenly closing down would have a devastating effect on its workers, who would have lost their jobs and source of income.

The candidate is clearly addressing the bullet points by moving on to the inside of the factory



Again, quotes are relevant, integrated and analysed in terms of why they have been used



Analysis of structure is appropriate and develops into a personal response

The third stanza uses emotive language to show how much the factory has taken away from the people who worked there. Their “loss of human power”, “loss of years” and “gradual decay of dignity” suggests that their dreams and ambitions have been slowly and gradually broken, and even in abandonment, the factory will always be there to outlive them and become their “eulogy”. A eulogy is a speech normally given at a funeral, so the use of this image implies that the workers’ lives have been the factory and nothing more.

This part of the response deals with the relationship between the factory and the workers


The candidate concentrates on the imagery used to represent the passing of time and loss, zooming in on particular words and phrases

The tone the poet creates is reflective and melancholy, as the fence is “charged” with memories, dreams and emotions, and inside all is stillness and decay. The poem strikingly evokes the passing of time with a sense of regret that even this monument to industry now lies abandoned and useless. The use of free verse adds to the sense of sadness, not for the factory, but for the lives given to the pursuit of industry, which eventually seems to be futile.

The candidate now zooms out to consider the poem as a whole, including tone and form


Each paragraph is concentrated, concise and focuses on the striking portrayal of the abandoned factory

Unannotated model answer

The poet strikingly conveys the abandoned factory firstly by placing it in a particular city, Detroit, which is an industrial city. The use of the comma in the title, rather than saying “in Detroit”, implies that the factory is Detroit or that Detroit symbolises an abandoned factory.

The speaker is standing in front of an empty factory with barbed-wire fencing and chained gates running around it. The description of the “great presses” and “cast-iron wheels” imply that this was once a busy powerhouse of industry, but this contrasts with the description of the workers gradually losing their dignity and their human power because working at the factory has drained them. 


The poet goes on to describe the gates as being “chained” and the “barbed-wire fencing” as an “iron authority” against the snow. The imagery makes the factory resemble a prison, with the “iron authority” a prison guard, there to keep everything in order. However, the “corrosion of their minds” suggests that this is not a physical prison, but a mental one, as it locks up the workers’ intelligence through the relentless repetition of menial tasks. The destruction of the workers’ minds fuelled the “charge” that kept the fence active, keeping them trapped and unable to escape.


The windows in the factory are broken so that the inner workings of the building can be seen. The “cast-iron wheels” and “spokes” represent the dreams of the workers that were squashed by the factory. They are now forever stuck, “in air suspended” and “in the sure margin of eternity”, never to be realised. However, even the vast machinery now stands silent, rusted by time, as represented by the use of caesura in the second stanza. This abrupt pause perhaps symbolises the abruptness with which the factory’s operations stopped. A factory that has taken the lives and dreams of so many people suddenly closing down would have a devastating effect on its workers, who would have lost their jobs and source of income.


The third stanza uses emotive language to show how much the factory has taken away from the people who worked there. Their “loss of human power”, “loss of years” and “gradual decay of dignity” suggests that their dreams and ambitions have been slowly and gradually broken, and even in abandonment, the factory will always be there to outlive them and become their “eulogy”. A eulogy is a speech normally given at a funeral, so the use of this image implies that the workers’ lives have been the factory and nothing more.


The tone the poet creates is reflective and melancholy, as the fence is “charged” with memories, dreams and emotions, and inside all is stillness and decay. The poem strikingly evokes the passing of time with a sense of regret that even this monument to industry now lies abandoned and useless. The use of free verse adds to the sense of sadness, not for the factory, but for the lives given to the pursuit of industry, which eventually seems to be futile.

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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.

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.