Copyright Acknowledgement Paper 2 Question 1 © Translated Stephen Mitchell; Pablo Neruda; Horses, in, Full Moon, Fieshly Apple, Hot Moon; Harper Collins; 1997. ‘Question 2 © Amitav Ghosh; The Glass Palace; Flamingo; 2000. Paper 3 Question 3 © Athol Fugard; ‘Master Harold’... and the Boys; Penguin Books Ltd; 1984. ‘Question 6 © Translated by Meredith Weatherby; Yukio Mishima, The Sound of Waves; Vintage; 2000. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES}, which is itseif e department of the University of Cambridge. ‘Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own intemal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre. @ IGCSE is the registered trademark of Cambridge International Examinations. © Cambridge International Examinations 2013Contents Introduction... Assessment at a glance... Component 1: Portfolio (coursework) — Written assignments. Critical essays. Empathic response: Paper 2: Unseen Paper 3: Set Text 92Introduction 2 Introduction ‘Tho main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE World Literature, syllabus 0408, and to show how different levels of candidates’ performance relate to the subject's curriculum and assessment objectives. In this booklet a range of candidate responses has been chosen from the Portfolio component (critical ‘essays and empathic responses), Paper 2 (Unseen) and Paper 3 (Set Text) and each response is, accompanied by a brief commentary explaining the strengths and weaknesses of the answers. Examples are given of work achieving Bands 1-8 of the assessment criteria There is no straightforward band-grade equivalence for this subject: Grades A*-U are awarded for overall performance in the examination, not on individual questions within component. For purposes of general guidance, the answers which have been assigned marks in Bands 1-3 contain ualities that if repeated on other answers across the examination as a whole would lead to Grade A*/A; those assigned marks in Bend 5 contain qualities that if repeated on other answers across the examination as a whole would lead to Grade C; those assigned marks in Band 7 contain qualities that if repeated on other answers across the examination as a whole would lead to Grade E. More information about grade thresholds for a particular series is published with mark schemes for that series Past papers, examiner reports and other teacher support materials are aveilable on Teacher Support at http:/teachers.cie.org.uk Cambridge IGCSE World Literature 0408Assessment at a glance Assessment at a glance ood Assessment type ar) Portfolio Internally-assessed, and internally = 50% moderated by Centre. Externally moderated by Cambridge. AND Cea peer) Dey OTL Paper 2 Unseen Written exemination 1 hour 15 minutes. 25% AND Ce Peron Ty Dry Weighting Paper3 Set Text | Written examination ‘hour 30 minutes 25% Teachers are reminded that a full syllabus is available at www.cie.or9.uk Cambridge International IGCSE World Literature 0408, 3Component 1: Portfolio (coursework) ~ Written assignments, Component 1: Portfolio (coursework) - Written assignments Component 1 carries 50% of the assessment of the syllabus as a whole. Each candidate will submit a portfolio of two wri fen assignments AND one oral assignment. Component 1 requires study of at least two different forms (poetry/prose/drama), with texts drawn from at least two countries/cultures. Tho portfolio as a whole is marked out of 65: candidates will gain a mark out of 25 for each written assignment, and a mark out of 15 for the oral assignment. The Coursework Training Handbook provides a guide to both the written and oral elements of Component 1. On the CD accompanying the Coursework Training Handbook you will find samples of recorded oral responses with moderator comments. Written assignments The following seven examples of written assignments for Component 1 comprise four critical essays and three empathic responses. The assignments are set by the teachers\s|, and internally marked (and internally moderated where there is more than one set). They are subsequently externally moderated by Cambridge International Examinations moderators. Note: The annotations seen on the candidate responses in this booklet are by the teacher, not the external moderator. 4 Cambridge IGCSE World Literature 0408Component 1: Portfolio (coursework)—Writtenassignments ‘Summary of content of the coursework portfol Peruri Ded 1. Critical essay 25 © 800-1200 words (including quotations but not references/bibliogrephy). ‘= Based on one text." '* The text must not be on the examination (Paper 3) or the same text as for the empathic response (written assignment 2), ("In cases where a text is a selection of poems/short, stories, the essay must cover at least two poems/stories.) 2. Empathic 25 * 600-1000 words. response ‘+ Assumes the voice of one character in one prose or drama text ‘+ The task prescribes a particular moment in the text (which may be the end of the text). ‘+The text must not be on the examination (Paper 3) or the same text as for the critical essay (written assignment 1), 6 © 4-7 minutes. '* Aconversation with the teacher on an aspect of the candidate's chosen text: EITHER the way 4 novelist or playwright presents @ particular character OR the way their chosen writer (from prose, drama or poetry) presents a particular theme. ‘+ Text may be an examination (Paper 3) set text or a text studied for one of the other coursework assignments. conversation '* The conversation must be recorded. Cambridge International IGCSE World Literature 0408, 5Component 1: Portfolio (coursework) - Written Assignments Critical essays Assessment criteria Pe) Deacon! Band 1 25 | Answers in this band have all the qualities of Band 2 work, with further insight, 24 | sensitivity, individuality and fait. They meintain sustained engagement with both 23. | text and task Band 2 22 | Sustains a perceptive, convincing and relevant personal response 2 * shows a clear critical understanding of the text * responds sensitively end in detail to the way the writer achieves her/his effects + integrates much well-selected reference to the text Band 3 19 | Makes a wellteveloped, detailed and relevant personal response 12 | shows 2 clear understanding of the text and some of ts deeper implications + makes 2 developed response to the way the writer achieves her/his effects * supports with careful and relevant reference to the text Band 4 16 | Makes a reasonably developed relevant personal response Q shows understanding of the text and some of its deeper implications # makes some response to the way the writer uses language + shows some thoroughness in the use of supporting evidence from the text Band 13 | Begins to develop a relevant personal response e * shows some understanding of meaning + makes a little reference to the language of the text # uses some supporting textual detail Band 6 10 | Aitempis to communicate a basic personal response to the task ® | mates some relat comments * shows @ basic understanding of surface meaning of the text + makes little supporting reference to the text Band 7 7 | Some evidence of simple personal response to the task 8 | + makes @ few straightforward comments + shows @ few signs of understanding the surface meaning of the text + makes a little reference to the text Band 8 4 | Limited attempt to respond 3 | + shows some limited understanding of simple/iteral moaning Below Band@ | 0-1 _| No answerfinsufficient to meet the oriteria for Band 8 6 Cambridge IGCSE World Literature 0408Component 1: Portfolio coursework)-Written Assignments Example candidate response — Band 1 *So Many Requests" and ‘Lot's Wife’ are poems of defiance that reflect Akhmatova’ seplaie in ferself and her desire to be acknowledged forthe sacrificial decisions she made as a poet. ‘So Many Requests? focuses on AKimatova’s refusal to embody the stereotypiea! woman during the 1900's, ‘whereas “Lot's Wile” expresses her determination to resist the norm that encourages self-preservation over sacrifice. ‘Lot's Wife’ is based upon the biblical story of Lot, which draws parallels to Akhmatova’s life. “This poem was writen jn 1922-26, after the Russian Famine and the death of Alexander Blok, her close Irend aod fellow poet“Although Akmatova had many gpporuniteso leave Russe, he chose to stay and it is evident that she was dignified by her decision, Inthe opening line, Lot was doing what was righteous, as suggested by “just man", by following “God's messenger” out of Sodom. Just as he demonstrated obedience and rationality by escaping to safety, it would be expected that Akhmatova do the same- to escape potential danger in Russia. However, ‘Akhmatova chose to bear witness to suffering, much like Lot's wife who tuned around to “steal one -lance™” Akhmgiova uses lexis effectively, as “steal” is a word associated with criminal activity; an act against society’ This gould be seen as an act of defiance against the expectations of Lot's Wife and ‘Akhmatova herself, ‘This poem is structured repetitively with alternately rhymegslines, as ifall the words are strictly contained in cach stanza, contrasting with the dea of disobedience’ This could be representative ofthe sake po ‘of masculine authority, highlighting Lot's Wife's helplessness, which would encourage sympathy, Personification is used in “uneasiness shadowed his wife and spoke” to emphasize the overwhelming inability of Lat’s Wjfe to let go of her home! Her inner Voice temps her as she becomes ‘nostalgic about her life in Sodom!To convey the difficulty of leaving home, positive lexical patterns thread the second stanza: “sang”, “blessed”, and “happy”, deseribing picture frames of her life that have become ipgrained in her, withthe line “ihe place that bore you" to express that it has become a part of her identity Temptation introduces choice, and perhaps, het conscience is wha urged her to remain loyal t “the square”, “the spinaing-shed,” and to remember the terror ofa place so dear to her being destroyed’ ‘The word chojees in “a bolt of pain shot through them draw aitention to the charged, intense pain she experienced’ *Shot” suggests explosions, violence and weapgnzy, indicating the extremity of her pain, Her tragic end was the price she paid for her love of her home. ‘The insignificance of one individual is « recurring motif, as even the title ‘Lot's Wife’ offers.n0 name, no identity" Lot's Wife “turned into transparent salt", and “transparent” emphasizegsher invisibility, and how easily she is forgotten and blown away, like dust, reiterating her insignificance!” “Who mourns one woman in a holocaus#?” “Holocaust” is an emotive word, though the world lacks empathy for those who sactifice thei lives” Althmatova acts as a conscience for us to reflect upon our crucl and uuncompassionate nature. The narrator's tone is passionate in “yet in my heart she never will be lost”, with absoluteness in the word “never” enforeing the idea that although biblically Lot's wife was condemned for her tolishess, in khmatovas perspective what Lot's Wile id was an ada hing that wl Frever be remembered. Overall, Akhmatova speaks of ¢ choice, questioning whether its stupidity to give up one’s life in Cambridge International |GCSE World Literature 0408, 7Component 1: Portfolio (coursework) - Written Assignments 8 remembrance of othe sit wrong for¢ woman to love her Home so much as to endanger hese? Is selflessness not an admirable quality? / When Akhmatova was 15, se joked to her mother about a plaque someday being put up in her cmory and it came true after her death In this poem, she prophesized her reputation tothe point of foresecing that her texts are now studied for literary examinations. ‘ The exclamation marc in “so many requests, always from a lover!” suggests frustration towards the never endjag, pestering expectations put upon her by her lover, “always” evoking a sense of permanence’Tmmediately aftr, she writes bitterly, “none wien they fall out of lovg”, contrasting the extremes of%s0 many” to “none”, and disproving the aforementioned permanence! It seems that she is only able to obtain one or the other, neither of which are to her liking! This stanza links withthe Fourth, ‘Where Akhmatova expresses hr dissatisfaction in love, with the repetition of “too” in,sEarth's drinks tnuch to sweet.ove's nets 00 close gether” to tess that love is not righ for heer feelings capture and elost enslavement in relationships are conveyed in “love's nets too close rogether.""As nets ar ed fr cap, the metaphor siting nel wih Inve uggs ha A¥fnmova eis a here 8 lack of freedom when entangled in love aflairs. ’m glad the water does not move under the colourless ice ofthe rivet” creates a reezing metaphor for er position as a poet, enforcing a sense of loneliness and abandonment, falling in and out of| loveY The words “light and brite” highlight the fragility of her precarious situation ver feeling of| security wavers from safe: “I’m glad the water does not move" to vulnerable: “And Pl stand-God help selon si" wih enasben an an exlation ma tempi ht ath er on nd only comfort “And you... take eae of our letters,” refers presumably to love letters sent back and forth between Akhmatova and her lover, She speaks of posterity, “that our descendants not misjudge us", as sie hopes that when reading these letters, future generations will not misinterpret her words She praises hr lover as “wise,”“brave”, and “glorious”, making it clear that it was a personal choice, rather then one blamed upon his inability to full her, that she set her mind on poetry. “The conditional “ifn “IFT can’t have love..." shows that because AKhmatova is unable to find happiness in love, she wil setle for poetry, pleading in “Give me a bitter glory” for a Suture reputation as a poet as compensation for conventional happingss¥“The oxymoron “biter glory” suggests that her success ‘would be tainted by loneliness and zesentment/She recognized her poetic talent and stood firm against contempt in a dominantly sexist society and “May my name be in textbooks/OF children playing in the street” has beconte a premonition, as remarkably, it has come true. ‘This poem represents the embracing of female independence, of finding fre unconventional ways, and for Akhmatova in particular, expression in the form of artYShe defies popular culture, in action and in thought, seen in both poems where, in ‘Lots Wife, she defies the unfortunate mindset of a hymanty that is quick to forget bravery, heroism, and signs of courage, which she has also demonstrated" She sacrificed love and gained fame, She sacrificed safety and preserved memories. Individuals are lest in genocides and tragedies with their lives and memories foygotten. Akhmatove defies this mindset and refuses to forget those individuals who never wil be fost”. Cambridge IGCSE World Literature 0408Component 1: Portfolio coursework)-Written Assignments WORD COUNT: 1187 excluding title and references. Referenes i jeople/akhmatova,shtmal Extract from Anna Akhmatova and her circle by Konstantin Polivanov, Patricia Beriozkine Examiner comment - Band 1 This is @ sustained and perceptive response to the poetry of Anna Akhmatova, The first paragraph sets out the focus of the essay: in the candidate's words ‘Akhmatova's desire to be acknowledged for the sacrificial decisions she made as a poet' and ‘her determination to resist the norm that encourages self- preservation over sacrifice’. There is in the body of the essay detailed examination of language and effects: £4, ‘Lot's wife "turned into transparent salt.."*ransparent” emphasizes her invisibility, and how easily she is forgotten and blown away, lke dust, reiterating her insignificance,’ There is also consideration of how structure contributes to the poetry's meanings: 'This stanza links with the fourth, where Akhmatova expresses her dissatisfaction in love, with the repetition of “too” in “Earth's drinks much too sweet / Love's nets too close together” to stress that love is not right for her’. The analysis is sustained with the ‘observation: ‘Her feelings of capture and almost enslavement in relationships are conveyed The response shows insight and incividuality in its sustained exploration of detail from the poems. This is @ Band 1 performance. Cambridge International |GCSE World Literature 0408, 9Component 1: Portfolio (coursework) - Written Assignments Example candidate response — Band 1 "How is the destruction of nature showcased in both "Report to Wordsworth” and “Lament? Both poems — Lament by Gillian Clarke and Report to Wordsworth by Boey Kim Cheng — represent the destruction that has been inflicted on nature as a whole, using a variety of fingistic and literary techniques. Both the poems have one ental ies, tis being the concem the poets have towards the present state of the environment. Report to Wordsworth is written to the famous Romantic poet, Wordsworth, whose renowned poems focused on appreciating and protecting the environment of his time, some two hundred years ago. This poem is not limited to a geographical location and addresses the destruction of nature in general. Lament was specifically written in i response'to the Gulf War of 1991. Although this poem relates specifically to the Gulf, i fens up its context and relates to concerms with the general present state of the f environment, in the same way as Cheng’s poem Report to Wordsworth, ‘The titles of both poems give us an insight into the thoughts and feelings that are to be expressed, The title of the first, “Lament” is a passionate expression of grief and sorrow with a depressing tone. Clarke uses “For” at the start of each stanza, which cash epresnt a different aspect of nature, a ito say this “Lament” is forall pats of ‘nature, as they somehow haye all been affected. The title “Report to Wordsworth” also conveys the poet's inner thoughts. ‘Wordsworth was a poet who lived from 1770 to 1850, and focused most of his life on writing about nature and convincing people to sae the environment. Cheng thinks all is lost so he uses. lines like “You should have been here,” and “Poetry and piety have begun to fail,” because if Wordsworth was here, maybe he could convince others to save nature through his poetry. I think the sport” Cheng is giving is a duty he feels towards Wordsworth, as ifto show how nature has been affected, Cheng has used the literary technique, apostrophe, which is addressing a person who is dead as if he could reply, in this ease, Wordsworth. In Repor! to Wordsworth Cheng uses a variety of literary and lingui that show nature's destruction. He starts by personifying nature and _ entity by using a capital “N” when spelling nature, He also calls nature “She,” this shows reverence for nature. He goes on to use personification, sibilance and strong 10 Cambridge IGCSE World Literature 0408Component 1: Portfolio coursework)-Written Assignments diction in the line “She has been laid waste, Smothered by the smog,” with the sibilance “smothered”, “smog”, and “she” drawing our attention to the line, as the _ perl negative diction “smothered” suggests the personified nature is suffocating slowly. Cheng uses as variety of similes and metaphors to create a vivid image in the readers’ minds, In this line “The flowers are mute,” we think of flowers, as a strong visual image, and mute is to do with sound. Obviously flowers do not speak so this cnt is antithetical as it is a juxtaposition of ideas, but I feel the destruction has ye «+ ~Snufifed out the flowers. It is a powerful mixed sense metaphor. Flowers, which are vibrant and represent beautiful life, are now mute, which is a symbol of shock and fear. This shows the destruction of nature caused by the “insatiate” man, He uses any similes, but the one that shocked me most was “in a sky slowing lke a dying sie ohs word “clock” suggests that time is ticking but powerful diction like __*@ying” and “slowing” suggest that time is running out for nature. “Sky slowing,” suggests that the death for nature (personified by the sky) is being stretched into a long and “slow” death. This shows the destruction of nature, Cheng further uses anthropomorphiism to describe the severe destruction of nature, when he personifies nature as Greek gods like “Neptune”, god of the sea, or “Triton.” Gods ate supposed to be powerful, and everlasting, but we can see that the gods AGiruggle,” are “dazed” and are “entombed in the waste we dump.” The gods have been destroyed, ergo nature has been ruined. Cheng’s poem lacks euphemism, ashe “ases harsh and direct words like “laid waste” and “kill,” help ereate a chilly ve d atmosphere. ‘The use of anthropomorphism and the lack of euphemisin show the % oe destruction caused to nature as a result of man’s actions. The use of visual imagery is pivotal to helping the reader understand. The use of phrases like “Nature's mighty heart is lying still,” creates a visual image in the readers __-atind as ia gigantic heart has stopped pumping blood. This shows how nature has been killed, and emphasizes its destruction, The last line is my favorite, which says, _/God is laboring to utter his last ery” which is a powerful image of a dying god stniggling to speak his mind, and under hard physical work. We now have moved “Grom destroying the Greek gods which symbolized the different aspects of nature to Cambridge International IGCSE World Literature 0408 11Component 1: Portfolio (coursework) - Written Assignments the monstheistic central God which, when destroyed, symbolizes far more damage fone as this is the grand God. Cheng also uses modem references, when he says “oO 4° see the wound widening in the sky” which isa direct reference to the Ozone layer of hich has a hole growing in it that is becoming larger everyday. The visual imagery creates vivid pictures, which showcase the destruction of nature. Lament has a lot of crystal clear imagery, allowing the reader to connect with the poem. In the poem, Oil is described in « beautiful way, the use of words like “ridescence,” and “silk” tells us that oil is an aesthetic substance, but undemeath the Ei” the oil hides a deadly effect, and the images created like “the veil of iridescence onthe sand” are beautfl, but mask something of grest menace [It seems ikea o sarcastic representation of oil, being a mask of evil. 8 In the first stanza Clarke introduces the “Lament” “For the green turtle with her pulsing burden,” which makes us visualize an endangered sick green turtle, trying to find her “breeding ground,” with an ever present and constantly throbbing “pulsing burden,” which is her eggs that are hatching, and have now instead of being beautiful to the mother, have become a burden, thus destroying a sense of maternal love in nature, The strong diction in “pulsing burden” makes us feel the pain that nature ~ represented by the turtle— also feels, The “nest of sickness” is a juxtaposition of nestwthich symbolizes a place of safety and refuge, with sickness, which is a harmful ‘entity. The homes to these animals have been destroyed within nature. ‘Whep Clarke says, “Lament” “For the cormorant in his funeral silk,” the metaphor ‘dis me to believe the bird's fimeral silk is the thick coating of oil from the spills in the Gulf, We can imagine a diving bird laboring to move its wings under the thick sludge of oil, dying, silently. This fine reinforces how sea birds are so vulnerable to the insidious effect of oil, and yet oil is presented in a beautiful way. Clarke goes on to talk about the “Lament” “For the ocean's lap wit I believe the “lap” of the “ocean” are the tides, which are @ natural cleansing agent, toking away filth from the ocean, but now, when it hits the shore, it has a deadly stain, ‘which is oil. This shows how nature's cleansing design has been destroyed. 12 Cambridge IGCSE World Literature 0408Component 1: Portfolio coursework)-Written Assignments ‘As weread further through the poem, we ean see that Clarke has painted a hellish 2 itty, and how human conflict has destroyed nature. She uses the names of R many endangered species, when she cites the “Lament” for “The dugong and the dolphin” she uses alliteration and shows that these animals may someday become extinct if we continue with our conflicts. She then says “The whale struck dumb by the missiles thunder.” This shows that even the largest mammal on earth, the “whale” ee “struck dumb" by our “missiles.” “Whales” are known to sing underwater, and the exploding missiles extinguish the “Whale's” tunes. This changes the perception of animals from being embraced by nature, into ones that are threatened and endapgeréd. This isa destruction of nature and Clarke is also making a clear link peas and war by including them in the same fine for empathy from the reader. ‘The last stanza seems to describe the full-blown effects of the destruction to nature. Clarke cites the sun being “put out” which happened during the war when rebels lit fires causing a black out. The sun is the source of all life on Earth. By putting it out, ‘you destroy nature and every living thing, and although the statement is antithetical, it showoases the destruction to nature, as we destroy its life source. She says this is a “Lament” for “the scalded ocean,” which is a paradoxical statement, as you cannot ld water, however it gives the image of oil burning on the surface, as to show the pain and misery that nature has felt and how this destroys it. In conclusion, both poems look to analyze the destruction of nature, including both short term and long-term damage. However, Report fo Wordsworth is more general, and addresses nature as a homogenous entity upon which destruction has been inflicted, whereas Lament looks at the different aspects of nature and tries to paint a ‘scary picture of its present unpredictable state, Both of them showcase the destruction to nature through literary and linguistic technique’: — — der widpense de omrren gy angered aA yadepew. praccap BET to qoowd itt eg died (or) Log ol \ 5 =a Jos EY Cambridge International IGCSE World Literature 0408 13 dy ialerne dh or wee eAhcal ode ea J ducting and AanComponent 1: Portfolio (coursework) - Written Assignments 4 Example candidate response — Band 1 Tho essay title appears prominentiy at the top of the essay: 'How is the destruction of nature showcased in both Report to Wordsworth and Lament?’ The first and final paragraphs make reference to both the poems in connection with the essay title, Apart from this, the poems are analysed separately. The second paragraph sensibly limits background on Wordsworth to the dates of his birth and death. Other contextual ‘comments relate to the text: e.g, ‘Cheng thinks alls lost so he uses lines like "You should have been here’. .because if Wordsworth was here, maybe he could convince others to save nature... | think the “report” Cheng is giving is a duty he feels towards Wordsworth, as if to show nature has been affected’ ‘The bulk of the essay consists of a detailed exploration of effects, showing a sensitive and perceptive appreciation of detail: e.g, ‘Flowers, which are vibrant and represent beautiful le, are now “mute”, which is @ symbol of shock and fear’ The exploration of imagery and its effects is particularly effective when discussing Clarke's Lament: e.9. '..undemeath the “veil” the oil hides a deadly effect, and the images created like "the veil of iridescence on the sand” are beautiful, but mask something of great menace’ ‘The response sustains a clear focus on the question and engages sensitively with the ways in which the poets achieve their effects, showing insight and individuality. This is a Band 1 response. In poetry (and short story! assignments, candidates should refer to two poems (stories). Experience shows that, where candidates write about more than two, the writing can become superficial. Comparison is not a requirement at IGCSE level. Cambridge IGCSE World Literature 0408Component 1: Portfolio coursework)-Written Assignments Example candidate response — Band 4 ‘Lament’ by Gillian Clark and ‘Report to Wordsworth’ by Boey Kim Cheng are poems that highlight what is wrong with the way humans treat the earth. The title ‘Lament’ suggests that there is a long list of lamented people, events, creatures and things that have been destroyed, or in the process of being destroyed, by humans. The point Clarke is trying to get across to the world is to hefp save what is left of Nature. Clarke is showing the numerous things wrong with the world in a very interesting way. ‘Report to Wordsworth’ is a poem that tells how the wogld is now and expressing her feelings that Nature is heading for an even darker€loud. In ‘Lament’, Clarke sets a dominant feeling for the entire poem, death. Throughout the entire poem she shows the violent way we treat earth and desperately tries to bring an end to the destruction by creating many horrific images, for example, “For the solider with his uniform on fire” and “For her eggs laid in their nest of sickness’. This poem is structured as a list of "sadness", involving innocent people and creatures. Every verse, and eleven lines begin with "For", and this poem ase not have a regular rhyming scheme; it's very unpredictable. In Stanza one, she writes about the green turtle in desperate search for a place in which to fay her eggs. The 'burden’ refers to the heavy load of the eggs that she is carrying. "Pulsing burden," conveys @ sense of urgency in laying the eggs that is causing her trouble. The metaphor "nest of sickness" conveys the feeling that war has reached so far that there is not a safe place left in which to dig a nest. In the second stanza,’..Cormorant in his funeral silk’ represents how Nature once again is dying,The oil covers their feathers, rendering them flightless and the silk repregents the thick black oil suffocating the Cormorant. Recent man-made shipping disasters include the Exxon Valdez Disaster and Deep water Horizon oil spill in 2010. These are examples of her prophesy. She also describes the people that should not be lamented for example the gunsmith and the armorer. She shows them as evil because they seem to be encouraging the war and shows how they are the ones destroying the environment, yet the poet mentions them and their ignorance, they seem to not realize that they could be killed by one of their creations the bombing. "The veil of iridescence on the sand’ and ‘the shadow on the sea’ paint the spreading stain of oil, In stanza three “mortal stain" is used to describe the war as a ‘stain’ that blemishes everyone's heart and causes death to all living things and their surroundings. In this stanza, the poet, Clarke/moves from the environmental cost of war to the human cost. "Ahmed" wes 00 jer who was burnt when his tank was bombed — “uniform of fire’ The use of the semantic field of jobs related to war: “gunsmith’, ‘armorer’, “fusilier’, “company” is highlighted in stanza four: the "boy fusilier who joined for the company’ and ‘the farmers son in it for the music’, came from hearing radio interviews. This stanza illustrates the impact of war on childhood innocence. The fifth stanza illustrates the power of the underwater weapons and how they wreak havoc on the co-location senses for whales. The underwater explosions disorientate the whales causing them to beach. Turtles too, return totHeir nesting grounds by relying on markers. Bombs and torpedo's destroy thése. The sixth Cambridge International IGCSE World Literature 0408 15Component 1: Portfolio (coursework) - Written Assignments 16 stanza continues with the idea of how wer disrupts the long distance fights of migratory birds. The ‘velled sun* is used to describe how a veil of smoke hides the sun and only the “stink of anger” is left In the final stanza the image of fierce heat given off by war is described, “bum earth’, ‘scalded ocean’, ‘blazing well’. All are adjectives used to emphasize the feeling of heat and fire. In the last line the poet is trying to illustrate that all communication is dead during wer as well as all the lives of many innocent people and creatures, The ash of language is a very powerful image. This phrase shows the breakdown of communication that the war has put upon thé world ‘Report to Wordsworth’ is very similar to Lament as both poems desoribe how nature has gone down a dark road. This poem echo's Wordsworth’s many poems. it is very dramatic in how he uses many similes making the piece much more adequate. The first stanza starts with a direct echo of Wordsworth's "Milton! Thou shouldst be living at this hour: England hath need of thee: she is a fen" This adds importance to both their openings, srfaking the piece start off really strong to captures the reader's attention, The themes of Wordsworth's poem in which he regrets the passing of certain things are similar to Cheng’s. Wordsworth's, 'We are selfish men’, is reflected in ‘insatiate man moves in for the kill. In the lines 5-10 the references to the sea gods are in-direct reference to Wordsworth's poem, ‘it moves us not. -- Great God! I'd rather be a Pagan suckled in the creed outworn; So might |, standing on this pleasant lea Have glimpses that would make me less forlorn; Have sight of Proteus rising from the sea; Or hear old Triton blow his wreathed ho Cheng, however departs fram Greek mythology to present day with his image of the beached whale and man moving in for the kill. In lines 7-8, Triton was the son of Poseidon - he stilied the waves by biowing conch shell trumpets. As with the image of the whale above, Cheng brings twentieth-century reality to the mythology as he shows the effects of pollution. Finally in lines 13-14, Cheng talks about the ozone layer as a wound viding ie sky which ends the poem with the disaster getting worse and worse. He also uses a lot of personification to make readers feel more sympathy for the problems. For example as he refers to nature with a capital letter, "Nature hath need of you’. This capturgs the reader's attention and makes them take it more seriously. These two poems represent how nature is dying minute by minute. They try to show the world the horrors otro actions. They help us understand that it should stop before we have ing left. Word count: 1,077 A good ee ot hts bu fh some ants aa lon way but catdt be Ntere” horto Cambridge IGCSE World Literature 0408Component 1: Portfolio coursework)-Written Assignments Examiner comment - Band 4 No title is given, but itis possible to determine some focus in the first paragraph: 'what is wrong with the way humans treat the earth’. There then follows some elaboration in respect of each of the two poems to be discussed. There is an overall understanding of key issues as the candidate works through each poem, adopting an almost line-by-line approach. This is particularly noticeable in the treatment of the second poem Report to Wordsworth. Perhaps as a result of not having the full essay title near to hand, there is ‘occasionally a sense of the candidate explaining the content without explicit reference to the overarching task. Nonetheless, deeper implications are grasped: e.g. ‘both poems describe how nature has gone down a dark road’. The candidate makes some response to the poets’ use of language, but itis uneven. There is, for instance in paragraph three, some attempt to evaluate the phrase ‘pulsing burden’ in Lament. However, comments on language tend to be general: e.g. ‘The metaphor “nest of sickness” conveys the feeling that war has reached so far that there is a not a safe place left in which to dig a nest’ Inall, this response is certainly better than Band 5 ‘begins to develop a relevant personal response’, but it does not have the clear understanding and developed response to writers’ effects that characterise a secure Band 3 response. This is a ‘reasonably developed’ response, placing it in Band 4. Cambridge International IGCSE World Literature 0408 17Component 1: Portfolio (coursework) - Written Assignments 18 Example candidate response — Band 6 The poems “Mid-Term Break” by Seamus Heaney and “Because | could not stop for death” by Emily Dickinson both show the theme of death. "Mid- Term Break” shows the death of the persona’s younger sibling and “Because | could not stop for death” a is about a person that is dead or is nearly dead. igo In ‘Mid-Term Break’ the persona shows us the death of a younger sibling during school holidays. In the first stanza, the persona was looking forward to the mid-term holidays and was driven home by their neighbors. This is shown when the persona aa ‘Says: “counting bells knelling classes to a close. At two o'clock our neighbors drove me home.” The author uses the word “knelling” to describe that the classes are about to die. In “Because ! Could Not Stop for Death” the persona did not want to die but death stopped for the persona. This is shown when the persona says: “Because | could not — w stop for death — he kindly stopped for me - The carriage held but just Ourselves ~ And Immortality” The author uses personification to show that dying is like a horse carriage trip. In the second stanza of “Mid-Term Break”, The persona comes back from school disappointed because his father was orying when returning to his home. This is. shown when the persona says: “In the porch | met my father crying- He had always taken funerals in his stride.” The author uses the word “stride” to show that his father was not used to funerals. Cambridge IGCSE World Literature 0408‘Component! :Portfolio (coursework)-WrittenAssignments} In the second stanza of “Because | could not stop for death", Death starts the journey slowly. This is shown when the persona says: “ We slowly drove - He knew no haste”. The author uses the phrase "He knew no haste” to show that-death is not in a rush and is taking it’s time. In the third stanza of "Mid-Term Break” The persona remembers what the child was like before it died. This is shown when the persona says: “The baby cooed and | laughed and rocked the pram”. The author uses onomatopoeia to describe the baby’s speech. In the third stanza of "Because | Could Not Stop For Death”, The persona passes through different stages of her life. This is shown when the persona says: "We passes the school, where children strove at Recess - in the ring - we passed the fields of Gazing Grain’. The author uses “strove” to describe how fun recess was In “Mid-Term Break” the author uses some literary devices and in “Because | Could Not Stop For Death the author uses some powerful descriptive words. b bike a i oly jee Cok Cambridge International IGCSE World Literature 0408 19Component 1: Portfolio (coursework) - Written Assignments 20 Examiner comment - Band 6 This is a relatively brief and under-developed response to two poems. In the absence of a ttle, the focus of the essay can pethaps be gleaned from the first paragraph: ‘both show the theme of death’. This candidate is hampered by the mistaken impression that the poems must be compared. In practice, this leads to a simple essay structure of @ couple of sentences on one poem followed by a couple of sentences (on the other, and so on. There is some relevant comment but itis not developed: e.g. “The author uses ‘onomatopoeia to describe the baby's speech’ [in Heaney’s Mid-Term Break]. There is also other comment that is not secure: e.g. ‘The author uses the word "stride" to show that his father was not used to funerals’ ‘There is overall a basic understanding of surface meaning and an attempt to communicate a basic personal response, which places this in Band 6. It does not begin to develop a personal response to the way death is presented in each poem. The response is a little too fragmented for that. Cambridge IGCSE World Literature 0408Component 1: Portfolio coursework)-Written Assignments Empathic responses The following three candidate responses relate to different characters in Lorraine Hansberry's play A Raisin in the Sun. Assessment criteria coe) nd Band 1 25 | Answers in this band have all the qualities of Band 2 work, with further insight, 24 | sensitivity individuality and flair 23._| They sustain an entirely convincing voice Band 2 22_| Sustains a perceptive, convincing and relevant personal response = shows a detailed appreciation of character, rooted in the text + sustains an engagingly convincing voice Band 3 19. | Makes @ well-developed, detailed and relevant personal response 18 | shows a clear understanding of charactor, rooted inthe toxt + sustains a largaly authentic voice Band 4 16 | Makes a reasonably developed relevant personal response Q ‘© shows understanding of character and text, including some of the deeper implications * uses suitable features of expression Band 5 13 | Begins fo develop a relevant personal response " ‘* shows some understanding of character and text + begins 10 assume a voice appropriate to the character Band 6 10 | Attempts to communicate a basic personal response to the task 3 © shows a basic understanding of character and text Band 7 7 | Some evidence of simple personal response to the task é = shows a few signs of understanding of character's thoughts or feelings Band 8 4 | Limited attempt to respond 3 | + shows some limited understanding of character's thoughts or feelings Below Band 8 | 0-1 | No answerfinsufficient to meet the oriteria for Band 8. Cambridge International IGCSE World Literature 040821Component 1: Portfolio (coursework) - Written Assignments Example candidate response — Band 1 _ ‘a fra lhré Kaper = Lath __ Semating Hone oy ld tubvies, Callen wed ZL. Ghat Phe fame 20 move York Arow how a «hes if owt even ae, LET foe ean ey &< ale, Stage Waa bape chee “9 er Poll of - AMY Fa Soko w poke ty w we n/3 ( Kabe 20 mone and we'd af he Craey “ith Agree, _ Ade baby Liew Lot iol an Pn, flab Pe hep, Lilet ht Y Mes tare. Prof uhy D gots te tike ha? Harber d nd fe? fe pa Mekes me mad sone A. feel t he Beh oye 4 gay Per wee im «et pacet 4 Gebup be se Vie bear Lm, Aa ctp 7 he Bh eK rea ns foe, fad] ob Zs aps ch nes PLY (7p wisld Core @ et Aap, alaggte , Wee Gard eh Fh rie) # ha secepee “het ae Kate Coa me © Se tled ae EW ex ah Ze amy 9 Phot lip vor Hore #fib Gorn Onn wolbve or Proffems 2 EE hem 2297 af bent cone ey ro V bnew he aloak td C4 aie helt doe ro 04/ Doh EE aoe ben Boon A (wnane 20 hin “Waller Lee Jog Aen seorcy for 2ef being enoegh error a a oon Z vadleritehd gee anf Chir threes mite money I ty fell him Aha oa forey for rok fare a 40 areams ov ne kok Ae beets Verte mosh Qnefinn es, 22 Cambridge IGCSE World Literature 0408‘Component 1: Portfolio (coursework) -Written Assignments Pat semifinss, _somepme - fh yh vith fad appreciate bes phe AL defor fox dD 2 flaw ot! Pe dort enderstend hat Od to fr Fore ~ ir att 2 pore tapert oat He Loitsp # Cl, 2 _ Could » f Yo ate = omy Mog ethet aalin OMT EE em tee le fete Sotnd o+F obo YA daly de tes tay 20 Z AA aod for Aim Po ra, A heer, aKat (r20eLed ro Kear. fe of tht Lei ne Had i was goine £0 a/ngth, Mat et «Marg? He Lob7 wouldee Aart @ place fo Er he bas gonng 40k Ahaf Ah Le MIL Oxfre Aa he ty at Be arte Led me ke Lanne PY AA 4 et ve fatt @ ed pa! Lethe o fey « faky. 4h fo ve at ppor sds eS dapper do ws row 7 We lbe- aoe ea er one Let Milly Her cig Lobe Poih cate Leet him ren tip. AU Hf Ph Ghoul 1 Hat oar money al Caz, oF nigh Nel ap hart Aa force drean Sap whet Aha fyor CELA heklicy Aen Aether ~ +04 fore. TKehI Gt), tort hom end f Core Sort hin riove kA de Jets Ye cere Pout me. bky © he vee Mot fom here? fm 4 Ake bat Sor Kom fe who “ baafen rf enol Yep Pa reis an fir Liege Mit wife pa he AAs me fe mite 2 LAL I 00H bred gf Us more rapeory fe pA ie Vobh care Fart me ety We, petapet clues J 01g 2 Ba Peon / Wes Webdn + Ain obo pon eb od, zZ ofngt for hin a Jee nor. Hhe heed of Bu gfer by Pore Sepers fed himself form as. ee Cambridge International IGCSE World Literature 0408 23Component 1: Portfolio (coursework) - Written Assignments 24 delay nothing nok Sor Sete won times (ful y febedy | nef tren Yor m Suk at fork erey xo lema's (hele ofd plesk b, Phe erndew, gronag ts thr Park And posking fer ter Aid (utp yer a meoment and Phrak ? fon floes Zoek | vert phe oe 4hrt cogbencd - cep asd pore Examiner comment - Band 1 ‘This response captures an entirely convincing voice for the character which shows Ruth's feelings of helplessness in relation to her husband Walter. The response strikes an authentic note right from the start: "Something done changed between Walter and | -it ain't the same no more. | don’t know how or why it came to this; we don’t even talk. | mean, really talk. He don't accept no help from nobody any more.’ The ‘effect created is of a moving monologue in which Ruth addresses her present concerns - the baby, the liquor store and Walter's dreams; ‘but that liquor store ain't gonna change things overnight - it ain't going to solve our problems. There is a mature understanding of the context out of which Ruth's thoughts and feelings arise: ‘tired of this rat trap, cleaning the same old rug and table tops’. The voice is susteined convincingly to the end and is rooted in the detail of the play. This is @ Band 1 performance Note: Details of both character and chosen moment should be clearly indicated at the top of the response. The moment chosen for recording the ‘thoughts’ is important. Clearly different moments in the text are likely to lead to different thoughts. An appropriate alignment of voice and moment is a discriminator for the ‘empathic response, Cambridge IGCSE World Literature 0408‘Component 1: Portfolio (coursework) -Written Assignments Example candidate response - Band 4 ® Youcate Wolter, ot Wwe eid of Ock2 Seeme3 JWhax wove \ gow dowd now?! Me and Maw have ad Louy aS aid. dws Wa the past, hut Wow, maui | wave Ue _ Jleauy od thane Uo iY 7! Come hak | iWOve {Svioyned voy wns cowtily, waking .c_tow plete fool_f uge\e..T noasied of Wow tris nene deol Apis great —_— unseen, WOULd Soue cur comAl yw PUL on sine Stree. Howl it jek us a nice big _. Frouse 00s new ida yoldlke Latics oun. How Vt _woula” Soye me Loy, ONO, Joy ARIAL, YES SiC, HO si, 0G lense Sic! td pdting pee Lig hte — = JOo how \wos So gull oF dtgams, loos cod nous | gone {dyno Ve. \ tos OL of RO. nein iced nis wine tiveing Vise gor. Now, Vi on way ences, SwaWowiog way Works. foc Willy, prying bo explain 0 __ | Mowid Vio “1 Lose, Wooo Corelessius “anes casa nay lown gathers lite. Whi 7) T xvusted You T_cummitt terior wou, 30s Donec ana JueSk_tysic—. Peo. _anowey waiitaous AO ; wo fecpeck Of __ Hive daily —\ahout yy ROME wan Horan bt Mu_goroar socuigicad. Wis. toigst.Sweot ad ears for twS NU pomily We Soctiviad las tige Nighs agree niguk 2 {Coyne in —exinqusked ond AV 2D ine Loni he _WAs [oreck mon A wor eader, Whi Vou eewe leave ws?) [is woud nove yer hOppenet “1s ypu was Were’ away, Neyer = = 15, ee eee |G. docror, Ackus “isk 9. dbCrnto black, gemma, dct Cambridge International IGCSE World Literature 0408 25Component 1: Portfolio (coursework) - Written Assignments 26 Nowlalnak would be Soenething, wouldnt it? Oh how She | Must Wide Me, jrouLche aust Mole wy Stupid. comless {outs T dovit know low | would ewr dain her trust {onan She is owe Heigerbage ania, ote Nae yuonaasa —[imowe vaised wer good. _ — Oh, nc tberean i pow Maio, MUS eal} \fa Sorry Maran, [A didnt mean for suis to_honpent Moma WN", | have Lino iords ya como betta! § pid. Stupid me | Wh a7) whl Manna, wins Eh pay — lov’ who beligued iw a 2g to t Soe Sor Var cutie Me Q AS coud DO Wtowis aur o¢ thot couch Ong Who nis own mom, Me, to Support Hate cawilu nd “filed, napa ler Sty Mama, im Sasorcey! — {Onyllnys Yaa A COUN He Mow Perkoct | Moma iush (posgA\o Run nouse gud Laid aliwiojary, , RAVES with {Gaild! That toalay , Simall lige Hess Loadoin “ail gets usp [1 Hf i? Thi MWh aint fo wo Hoody, ‘will not _k is oy iHh ho fononer) 4 No_cotm, no tespect ov . ant i WE “A KAA eual4 py RAN ¥ PO wes Cambridge IGCSE World Literature 0408‘Component 1: Portfolio (coursework) -Written Assignments = WA emus MU aired Arak gush WS folly in yengordy. LL fe ab £m ng — ane wi) tb ena? = _[®W_ Loyd, ard halt gi ata power fo goon, Pare rea ot gla ty foroive Wie, ge asa us —| Apical _| hderican® HAL Sane. predens Haun White _hidlks get Aiive ma Benda Ht ps : fis. Lora, gerne. Strengtnll Avent hive perened perp hari we fe path eho of - - erwrett yen buh thle cad ly thon shen ts Examiner comment - Band 4 This empathic voice for Walter shows understanding of character and some of the deeper implications of the character's significance within the wider text. The moment is captured: ‘Oh How | was so full of dreams, hope, and now | have done it. | lost all of the money my father worked his whole tiring life for’. There is an understanding of what the consequences will mean for family members, not least the scuppering of Beneatha's chances of becoming a doctor. However, the voice is not always convincing. The ‘address to Beneatha (in paragraph four) has rather too much contrition and brotherly affection. There are elswhere, however, some suitable features of expression: ‘e.g, | wanted, still want, my son to look up at me and be proud...” Overall, this is a reasonably developed personal response, showing an understanding of character and ‘employing some suitable features of expression, thereby placing the response in Band 4. Cambridge International IGCSE World Literature 0408 (27Portfolio (coursework) 28 Example candidate response - Band 6 Toe way 6500 dollars that uty ewnch by the furttir on wltr, The ty Gagpovth to be vib for neany Renee stelyiag niney unk trbbirs paectine wge Walter was Suapned to fe Lely Gath Hen Be vest « Baty be id not 2 fo the beni, initesd traiteing Nin griead willy, who taled he Letagty him by Leavity vet be vith Kir honey. Lem wir aheded An che hard thiy not, ale ay & beser Fanilpane gullem. a ten Lenn fous ort alaat this, She Hartel relate hak “the Orlyin oy fhe biy amased OF vrerey « She thoyht og how Bry Walter war he until he o Wark anh skinny hepom hi tamed ger ty, Working until ur Leth, La, tay & + Louched that er Resbond Lid that dae ber “dn The facture qemntions « New, Wilter hey \P Peet a 5s ay FH a Lay for a slr Lr Cee» She Senta et sem, far br hagas anh qu heres it his partion, “O fally. uadtrrind how ory an) ksapreintele be weal be iy he (reed to see ther by « Lena iy thew Feelin the ‘ung he hotbed tal a felt ty be utc, lanny thar fon far beng se cores anh greys Shon inatig ht ae ae ne ae Ae; Lena, thonynt thet baing 50 bch, vty at one Welint unctivel, Unban fo inconclune Walter's park ganertion hay verted cs hard tnorkte te give #4 rect a hargjer Lire » Lak 7 ath gente [Hin Laing ths tony vith rain mang of. hf cloe relates, Live. His Som Tras wou hast yet mash tation Fae or lady Hee, theresere Tt tay take & let op-Sacey prom bin thighnt hr Gince he they nowy vot hare a prayer eduction Beeatius dren 6) Keniry « bactor® may pow fe Virtelly | Pele, to Haney tor Fees. Lovtly, there iy um upeag eat hth nerds age omtat Oh avey Tae & 7%. f 15 the Wyioning baby ereecte! fam Ruth: With our WN caret iin baker ve tan heel, agderd “ror, how WT powille for a buy bby “fo data “thy family vi Arenough Giyhetel type {9 50 “ithont that (00 epee, These ate sity fone he nt 40 |e ALG ney (a's ot 8 tn thingy Woall fe qnasfordable , Foretamled car, abi howe er erpensie fash. Yertcthe Th Che sane siiter 0 Wolter, There feencatty Chey ore at the Gone 7] astlrarrty, | thine thet Denreathr Th one OF ‘e wor aggectel Plea thir Tretlenk, i TA it the mark aate for her, Wilts mabitin ony +o beane Some, [sect og sila futon ms He had firth: bot be blew thy ah 4 Cambridge IGCSE World Literature 0408Assessment at a glance of. himgle, Baty far Kereta. i Ta a_wery lipftred costs the alse bad her awn dreary cn ambitions » being a farsie tector anh hebpiy tae sick pemle get better, thongs, something Tfar he'd want “o lo. LE Th purely wate gor Bereatte because [Walter Grlert Tort Gtastinghinly destiny Kir gurire ety, at his som, end esc [ies gittur, Recane oF alk the Mom lok, Bentatn rary cok he able Te etgort mebiad school. = = tee As iad bendy Lena {put towark, Walter wou cleat, Seam a cOntera. Sala a huge ¥, imac, bot glemle, oct sath ot be dee by hfe, be a sti [seliiny for his own gains, One Seay NE the ore atic, Mame enh pass ainyy « Welter ts J gory aa hace to tele the posit oy Bars maa, heat, ager tet Mang hong tat thinks Wolter Jn tab dor Bs, AML thet she doing IM tow ty. gery wei Aa undlieducdiny of Har ted taith Jours Insight. dats Chovauke. Hamner there his dualounedt York. Examiner comment - Band 6 This is an unusual response as there is no voice as such - nor any particular moment from the text specified The final sentence of the first paragraph {'Lena was shocked when she heard this news...), the beginnings of the second and third paragraphs, and the final paragraph (beginning ‘After this incident, Lene’s trust...) suggest that that the chosen character is Lena {or Mama). But other parts of the response (such as the fourth paragraph on Beneatha) do not support this. With these factors in mind, itis clear that the response does not reach Band 5: it does not ‘begin to assume a voice appropriate to the character’. In spite of the confusion over the purpose of the task, there is nonetheless stil an attempt to communicate a basic response to the character of Lena, with a little development of points in the second paragraph. In the final paragraph, there is the point that ‘Lena’s trust for Walter would clearly become a cancern’ and also the fact that she does not think he is ready to become the head of the household. This response would just squeeze into Band 6. Notwithstanding the confusion, its merits lft this borderline response just above Band 7's ‘a few signs of understanding of character's thoughts or feelings’ Cambridge International IGCSE World Literature 0408 29Paper 2: Unseen Paper 2: Unseen This component carries 25% of the assessment of the syllabus as a whole. Candidates answer one question trom a choice of two. Each question asks candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper. One question is based on a passage of literary prose (such as an extract from a novel or a short story); the other question is based on a poem, or extract of a poem. The material will be taken from writing either originally in English or in English translation, ‘There are no set texts for this paper. 30 Cambridge IGCSE World Literature 0408Paper 2: Unseen Unseen Assessment criteria Ce ed Band1 | 25 | Answers in this band have all the qualities of Band 2 work, with further insight, 24 | sensitivity, individuality and flair. 23 _| They show complete and sustained engagement with both text and task Band2 | 22 | Sustains a perceptive, convincing and relevant personal response 2 29 | * shows a clear critical understanding ofthe text ‘© responds sensitively and in detail to the way the write achieves her/his effects ‘integrates much well-selected reference to the text Band3 | 19 | Makes a well-developed, detailed and relevant personal response 18 {| * Shows a clear understanding of the text and some of its deeper implications ‘+ makes a developed response to the way the writer achieves her/his effects: ‘* supports with careful and relevant reference to the text Band4 | 16 | Makes a reasonably developed relevant personal response 6 12 | + shows understanding of the text and some ofits deeper implications F uses language ‘+ _ shows some throroughness in the use of supporting evidence from the text ‘* makes some response to the way the wi Band5 | 13. | Begins to develop a relevant personal response 2 t1 | 7 Shows some understanding of meaning ‘+ makes a little reference to the language of the text ‘+_uses some supporting textual detail Band6 | 10 | Attempts to communicate a basic personal response to the task 9 8 | # makes some relevant comments * shows a basic understanding of surface meaning of the text + makes alittle supporting reference to the text Band? | 7 | Some evidence of simple personal response Q ‘+ makes a few straightforward comments. ‘+ shows a few signs of understanding the surface meaning of the text + makes alittle reference to the text Band8 | 4 | Limited attempt to respond 3 = shows some limited understanding of simplefliteral meaning peow 0-1 | No answer / Insufficient to meet the criteria for Band 8. and 8 Cambridge International IGCSE World Literature 0408 31Paper 2: Unseen 32 Question 1 1 Read the following poem carefully. The post remembers what he saw from his window in Berlin, Germany (where winter is very cold) How does the poem convey to you the impact of what he saw? To help you answer this question, you might consider: the poet's description of the setting before the horses appear + his description of the horses * the ways in which he expresses the effect of the experience on him Horses From the window | saw the horses. | was in Berlin, in winter. The light was without light, the sky without sky. The air white like wet bread. ‘And from my window a vacant arena, bitten by the teeth of winter. Suddenly, led by a man, ten horses stepped out into the mist Hardly had they surged forth, lke flame, than to my eyes they filled the whole world, ‘emply till then, Perfect, ablaze, they were like ten gods with pure white hoofs, with manes like a dream of salt. Their rumps were worlds and oranges Their color was honey, amber, fire Their necks were towers cut from the stone of pride, and behind their transparent eyes energy raged, like a prisoner. And there, in the silence, in the middle of the day, of the dark, slovenly winter, the intense horses were blood and rhythm, the animating treasure of lite Hooked, | looked and was reborn: without knowing it, there, was the fountain, the dance of gold, the sky, the fire thal revived in beauty. | have forgotten that dark Ber ler, | will not forget the light of the horses. Cambridge IGCSE World Literature 0408Paper 2: Unseen Example candidate response — Band 1 wd Cambridge International IGCSE World Literature 0408 33Paper 2: Unseen Use TM luglicd haceweied” phrase ee eb 34 Cambridge IGCSE World Literature 0408Paper 2: Unseen Cambridge International IGCSE World Literature 0408-35Paper 2: Unseen AWN --A- buble Anoud..necly.. Mag... oat, am veptae 36 Cambridge IGCSE World Literature 0408Paper 2: Unseen Ps of OSMIENAE. ODES... NOBES..2. gine, AIS MOUINS. Tews eFfec Q ya) ond Mas yebown! . Tae 18 lnghed Ue ng preaniny the. PORt 8 acknowledge The Punta tat... Cambridge International IGCSE World Literature 0408 37Paper 2: Unseen 38 cuignt! the. Weiser... provided, antes AE... poet: Gveratl Act. oct Jas. ucestuley onseyed. LR. aly, woud. .alvern ll Examiner comment - Band 1 From the outset this excellent answer focuses strongly on how the poet achieves his effects and thus answers the question set. The second paragraph presents both an overview of how the poet conveys the impact of the horses on him through use of juxtaposition and contrast and gives some detailed analysis of the effects of his language. Technical terms such as ‘amplification’ and ‘simile’ are used with accuracy and confidence and with clear emphasis on their effects. Response is personal: ‘The “wet bread" gives a feeling of disgust, as “wet” suggests something has infected the bread’. Analysis is developed and detailed: “The word “bitten” connotes a cruel, heartless action and this is further amplified by the word “teeth”, something sharp’. There is further detail on the imagery of fire and godliness surrounding the horses in paragraphs four to six, where the connotations of ‘ablaze’, ‘god’, ‘white’ and ‘dream’ are explored in an interesting and personal way. One impressive aspect of the answer is the ability to analyse the structural effects in the poem. In the seventh paragraph the candidate looks at the dramatic effects of one-line stanzas and in the eighth paragraph connects the sense of freedom conveyed by the horses with the use of free verse. This is combined with a perceptive insight into the overall theme of the poem in paragraphs nine, ten and eleven where the candidate connects structure and theme: ‘This juxtaposition provides a huge contrast and this last sentence stands out as it shows how the ‘light’ the horses provided had given life and meaning to the poet The answer is @ clear top Band 1 response showing awareness of author's purpose, amplitude, engagement, fiar, insight and a perceptive overview. It merits maximum marks. Cambridge IGCSE World Literature 0408Paper 2: Unseen Examiner comment - Band 3 war cee Ile Peer _thhorsee" ae the. fnapack. of stot bee daw Ge ee a ha al dhe’ Bonn the pemenatr slacks “§ t= seit in the & ight ol, ahh. my fe iL As bolx L unl Lice ard eorvey bo ~ te readlee the heb thesf te wiles ig tsi ox Cambridge International |GCSE World Literature 0408, 39Paper 2: Unseen 40 Dg tatters abn th, ecleasyed v7 |e afi A yume ahmal pain bo Lue [towel 7 subuer $Lhe pork shencibes the West Lome 4 baring a4 vacant areca, lle Lhe | Get. of tnler ” Te Lidea nine D is ther ponreb hai fo i Bi a“ sway the. tulenbion ree ges seit! Ag is” Cnas ike daa soe Hagia al Ula = Lge Mig tian baa | are! evil. Toe areivad of the hy very sah, “Fe aa ial". | were ‘tlygerd al tile — A tynlal | sep Ath hrercea _ agpsacivag ali ing ue aera wee 2 me Luau Linke evil alee lease thas this onal L hs a harod ac they Lee omrane ths itl, Ha we ind ily ob i uw poitive vier the Le the ale. ZL priors ta dees bo onset, the leo theses ine Cambridge IGCSE World Literature 0408 1Paper 2: Unseen tho pumutthny poo Least _sssathig Had onvtlepes abl Uhoch ib eescovrtoes, — htucls Yihe thse feces Look wee the olive —pasoell ob ve © halls ox bs susathing - sbeigh, then 2 we. | Dente thal Leorse waa ad Be [acl i Ladlee expresnel” in, the "ing ‘Uhay ince J ” . 1the~ Ln ol)". Faclawally Aged. ek —vyypas Lo Examiner comment — Band 3 The candidate writes a sound introduction with some overview of the theme of the poem. There is ‘comment on the bleakness of the setting and, in the third paragraph, some analysis of the imagery of lack of light, though the specifics of the language, such as the use of repetition, could be examined in ‘reater detail. There is greater depth of analysis in the fourth paragraph where there is comment on the connotations of ‘bitten by the teeth of winter’. The candidate shows sensitivity in the fifth paragraph with discussion on how the ‘otherworldly’ nature of the horses is created and contrasted with the winter setting ‘The poet's creation of the ‘triumphant’ nature of the horses, however, could be developed in greater detail The candidate resnonds intelligently to the images of warmth and power surrounding the horses and makes connections with the idea of lack of light earlier in the poem. In paragraph seven the answer begins to consider the image ‘they were like ten gods’, commenting on the connotations of ‘god’ as an ‘omnipotent ‘and omnibenevolent’ being. Unfortunately the candidate runs out of time and the answer remains unfinished The answer handles the contrast in the poem well, and is sensitive to the connotations of words. There is an intelligent overview. The second half of the poem, however, is not considered in any detail. There is @ central understanding, but the language could be explored more fully for higher reward. It fulfils all the Band 3 criteria of being well developed, detailed and relevant and gains a mark at the top of that band. Cambridge International |GCSE World Literature 0408 41Paper 2: Unseen Example candidate response - Band 4 Phe poe, convey fo aw be iach 4 called \iotees and it fier inn Prechin ereivnag Wotton Fe Tee gin » tow Adele coe baat Loi Concs her the eict of Hoe. ‘ ite cleatly Ali to oe baw [| Relies Winter boke tue. This ic in & leur “Nikegn tou bbe teokl, of winter” This means | Bat a Perlin yoinker ic penllu aft. Tethe wol “bitken” osttes bile uae rae, alone” Bole Y-Th. ‘i ele tudmbortables, “Ala it ic | ba dlawabic effet, As Yoru ibe Apeen’t have feell neither ko he feplains * Lie ale utaite Af aavine bieik ib tatas’ tatly wich ‘ax thal ig seas cleo prebty| [oc vee" born Las bine Uk tc « Gimile @ Sauing ows “khe “dir te Livy tet btond ae = fugu clawely tall Groma ble pacers. bak be wane, Pot one ably ante Serf beg Fe Siok, pf Lhel Wsorzec, This is anu, 1 A Ne “ne * Phe were live ben ede wilt, uit white hoofs 7 “Ws simile explains bhat fhe Poet e ee were Ipéavbiful awd Superior. Mou tne Haat Tit Gow tae Bovigng govt bls Groelss chowed phere gede. | Ale Cho peck Cass thei wecks were towers Ths ~ “Bnet ble Vettes Saal poike_of like _Eletu yet Ban everyone alse. Abo this i 42 Cambridge IGCSE World Literature 0408Paper 2: Unseen Faw ‘hee loos the boiees lotted tate si Awcthrer wou Wow sy routt co» fhe Phot ff lusas Ese bed ba fhe taoieec, ie bee leaking é i * Seteldeed lat ha, cx tage, Hees beofeee Steppe £ into foe waist” Te “ S sacldon ly = that ce Wes tnexpe tas bak wi didnt cence local Higa appa tds nto Boe wise” gives it a bechi henatiGid iva goa | Nhe bres endl a with if fuck fie in a oe Te alauot NM lrappenc on unespecketly ish‘ mate ip beavtifp, [this alo fs what the rendevs wil Lliale one Hew fead ib Mey cts leo ee what Mire the Loser baeed wn te peek, this be cpl in Shara Maud 12! 1 late Cotyothten Lest late [Berliv sinter Twit not Gomer tle light of te Vere.” Thi ip a sskrat sees ba Y_ fpaabes te ound Ligh 7 [the be Gil 2s ghaoe Peat the “ rinber Za thhn ale davis The “swe” sane Unk be isi! texte lnvcotalie aud cold ancl aes fables | ko fg Jo00' ik. On the other laud Hee bette: Ie lighted [we winber up. “hig couse the Pet fo Ruember be Wa. The Yoreee aden iad Muge Sfeck on iw bocaue best wiacle bios feuctoes the dec Bers winter whic \e lenid be wit Coracte Cal Ve tealy lous the Sight of Tante bwcces mag Coad ut 1 {s ! fi Wwivikets Wor extremely Old het becauce of te berses| it made Wim (Critter Loc bewuratac. Alo You cown ceo the bests udese pithy beabtiBll ovit wperior breve Bey tucte oleget'brd ac goal Cambridge International IGCSE World Literature 0408 43Paper 2: Unseen 4a Examiner comment - Band 4 ‘The candidate begins to examine the language and comment on poetic technique in the second paragraph of the answer. There is some labouring of the point about the use of simile but the answer is beginning to consider the connotations of words and phrases such as ‘bitten’, ‘wet’ and ‘ike white bread’. The candidate then gives a competent response to the imagery used to describe the horses, commenting briefly but accurately on the use of ‘gods’, ‘pure white’ and ‘their necks were towers’. There is some development in the response to the suddenness of the appearance of the horses and the impact this makes on the poet, The candidate gives a clear, if undeveloped, comment on the use of contrast between dark and light in the poem, supported by quotetion. There is a little response to the overall impact of the horses on the poet. ‘The candidate focuses clearly on the question. Comment is rather straightforward but is reasonably developed and there is some analysis of language. There is a lack of focus on the idea of rebirth at the end of the poem but the candidate does touch upon the use of contrast. The answer was placed at the bottom of Band 4. It selects some central points but needed to cover more ground in the second half of the poem and expiore the language in greater detail for higher reward, Cambridge IGCSE World Literature 0408Paper 2: Unseen Example candidate response - Band 5 Cambridge International IGCSE World Literature 0408 45Paper 2: 46 Unseen and -omiraes Nae \eofeg ah able A Smale Cambridge IGCSE World Literature 0408Paper 2: Unseen Cambridge International IGCSE World Literature 0408 47Paper 2: Unseen 48 Examiner comment - Band 5 The candidate writes an introduction which shows some focus on the writer's techniques and how the reader is drawn in. The point that ‘ight’ generally symbolises hope in literature, is contradicted by the candidate saying that it may be foreshadowing ‘undesirable things’. The light in the poem is ‘without light’ so hope is an unlikely connotation. The candidate fares better with ‘sky without sky’, engaging with the language by making a valid comment on its implications. The comments on the use of the colour white in the third paragraph similarly try to find a symbolic meaning which is not borne out by the context in the poem. The simile ‘white like wet bread’ is observed but the comment on its effect is very general. There is, a general tendency to talk about imagery in terms of its ‘positive’ or ‘negative’ connotation which is rather reductive. The candidate tries hard with ‘bitten by the teeth of winter’ suggesting validly that ‘winter’ has connotations of death but without looking closely at the vision of winter as a predatory animal ‘The fifth paragraph of the answer makes a valid point about the use of the word ‘gods’ suggesting the perfect and seemingly invincible qualities of the horses. The points about the man leading them suggesting decay, however, and the ‘like a dream of salt’ simile suggesting something ‘may not be as good as ‘expected,’ are unclear and unconvincing. The candidate misinterprets the ‘like a prisoner’ simile by only referring to half of it, omitting ‘energy raged’. The candidate concludes with @ broad understanding that ultimately the poet had a ‘delightful experience.’ ‘The candidate tends to isolate literary devices without wholly relating them to their context or understanding their effect. The answer does begin to respond to the meaning and implications of language and uses supporting detail but interpretation is uneven. The answer therefore secures a mark in Band 5. Cambridge IGCSE World Literature 0408