Q4 (b)

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 Thomas’s context and integrate this throughout the response
• explore key concepts including the contentment to be found in the everyday, the value of Welsh cultural identity and the cyclical nature of life
• effectively integrate detailed analysis of specific dramatic techniques
• present a clear thesis that addresses all parts of the question.

Areas for students to improve include:

• demonstrating a greater awareness of Thomas’s context and purpose
• confidently discussing textual features, especially in terms of form – a play for voices
• using detailed and specific textual references, rather than relying on a study of themes or character.