Q3 (a)

Section II — Module B: Critical Study of Literature

Criteria	Marks
• Evaluates skilfully the extent to which the statement aligns with an understanding of the prescribed text<br>• Demonstrates a well-informed understanding of context, language, form and ideas using well-selected and detailed analysis of textual references<br>• Composes a thoughtful argument using language appropriate to audience, purpose and form	17–20
• Evaluates effectively the extent to which the statement aligns with an understanding of the prescribed text<br>• Demonstrates an informed understanding of context, language, form and ideas using well-selected analysis of textual references<br>• Composes an effective argument using language appropriate to audience, purpose and form	13–16
• Evaluates the extent to which the statement aligns with an understanding of the prescribed text<br>• Demonstrates an understanding of context, language, form and ideas using textual references<br>• Composes a sound argument using language appropriate to audience, purpose and form	9–12
• Describes some aspects of the prescribed text<br>• Demonstrates some understanding of context, language and form with limited textual references<br>• Composes a limited response to the question	5–8
• Attempts to describe aspects of the prescribed text<br>• Attempts to compose a response to the question	1–4

General NESA Feedback

In better responses, students were able to:

• demonstrate a perceptive understanding of Eliot’s Modernist context and how it influenced his stylistic approach
• demonstrate a sense of how motifs within and across poems synthesise his major concerns
• clearly articulate how philosophy and psychology are infused into a poetic form
• skilfully explore how Eliot’s ideas and approach engage audiences beyond his own timeframe.

Areas for students to improve include:

• clarifying Modernism as a literary movement
• making links within and/or between poems and seeing them as a suite
• focusing on distinctive features of form rather than on micro analysis
• using more detailed textual evidence that is linked to a thesis rather than technique driven.