Linking Park

I, Being Born a Woman – Edna St. Vincent Millay
Candidates may include the following in their answers:

  • the poem recounts an incident in which the speaker reflects on a fleeting sexual attraction to a man, but it could also be about the speaker’s assertion of independence, self-possession, and control over her own desires

  • the title foregrounds the speaker’s gender and identity, highlighting the societal expectations of women and the tension between desire and autonomy

  • the use of lexical choice and imagery of attraction and restraint (‘I love you…yet I shall not’) indicates the speaker’s awareness of passion and her conscious refusal to surrender to it

  • the use of the first-person narrative voice creates immediacy and intimacy, allowing insight into the speaker’s reasoning and emotions

  • repetition and parallelism highlight the tension between desire and self-control, e.g. ‘I love you…yet I shall not’

  • enjambment and caesura emphasise the reflective and measured tone of the poem, mirroring the speaker’s deliberation and control

  • the way in which language and structural choices build the contrast between physical desire and emotional detachment, e.g. metaphor; imagery drawn from natural and bodily experiences; contrast between active and passive verbs

  • comparison and contrast drawn between the intensity of desire and the speaker’s ultimate self-possession, e.g. the lure of attraction versus the conscious refusal

  • use of rhyme and subtle rhythm to reinforce the tension between societal expectation and personal choice, creating a measured and restrained tone

  • use of metaphor and imagery to highlight the vivid emotional impact of the moment, e.g. the metaphorical force of desire and its containment

These are suggestions only. Accept any valid alternative responses.


1. Compare the ways in which the writers of your two chosen texts portray the power of memory.

Women and Society
Candidates may include the following in their answers:

  • each novel presents memory as a shaping force in the lives of characters, e.g. in Wuthering Heights the memories of Catherine and Heathcliff’s intense love drive obsession and revenge; in Beloved Sethe’s recollections of slavery and the death of her child dominate her present life; in Mrs Dalloway Clarissa’s reflections on her past relationships shape her identity and choices

  • methods used by writers to present memory, e.g. the use of ghostly and haunting imagery in Beloved to convey the persistence of traumatic memory; the use of retrospective narrative in Wuthering Heights through Lockwood and Nelly to show how memory distorts and shapes understanding; the stream of consciousness in Mrs Dalloway to convey the fluidity and immediacy of memory

  • comparison of the power of memory, e.g. the intergenerational impact of Catherine and Heathcliff’s memories on subsequent characters; Sethe’s rememory links personal and collective trauma; Septimus Smith’s memories of war haunt him psychologically

  • narrative voice used to present memory, e.g. multiple perspectives in Wuthering Heights allow contrasting recollections; the fragmented recollections in Beloved mirror the disruption caused by trauma; Clarissa’s introspective consciousness in Mrs Dalloway captures the continual interaction between past and present

  • comparison of how writers use narrative methods and language to show memory’s power, e.g. recurring motifs of ghosts and rememory in Beloved and Wuthering Heights; lyrical and reflective language in Mrs Dalloway to show the emotional weight of memory

  • embedded consideration of how readers might respond to memory, e.g. memory is linked to identity, morality, and psychological insight; readers are encouraged to empathise with characters’ struggles to reconcile past and present

These are suggestions only. Accept any valid alternative responses.

2. Compare the ways in which the writers of your two chosen texts present isolation.

Women and Society
Candidates may include the following in their answers:

  • each novel presents isolation as a defining feature of character experience, e.g. in Wuthering Heights Heathcliff’s emotional and social isolation fuels his revenge; in Beloved Sethe’s isolation as a former slave affects her relationships with others; in Mrs Dalloway Septimus Smith experiences psychological isolation due to trauma and societal misunderstanding

  • methods used by writers to present isolation, e.g. Gothic and bleak imagery in Wuthering Heights to emphasise physical and emotional seclusion; fragmented narrative and interior monologue in Beloved to reflect Sethe’s alienation; stream of consciousness in Mrs Dalloway to depict mental and emotional distance from others

  • comparison of the effects of isolation, e.g. isolation drives obsession and destructive behaviour in Wuthering Heights; in Beloved it prevents Sethe from forming trusting relationships; Septimus Smith’s isolation leads to despair and ultimately suicide

  • narrative voice used to present isolation, e.g. Lockwood and Nelly in Wuthering Heights highlight outsider perspectives on isolation; multiple temporal shifts in Beloved illustrate emotional and psychological separation; the juxtaposition of Clarissa and Septimus’ consciousness in Mrs Dalloway highlights internal and social isolation

  • comparison of how writers use language and structure to convey isolation, e.g. Gothic and haunting motifs in Wuthering Heights; disjointed chronology and fragmented recollection in Beloved; careful rhythm and free-flowing consciousness in Mrs Dalloway

  • embedded consideration of how readers might respond to isolation, e.g. isolation highlights vulnerability, social constraints, and psychological suffering; readers gain insight into how characters cope with alienation and marginalisation

These are suggestions only. Accept any valid alternative responses.

3. Compare the ways in which the writers of your two chosen texts depict the impact of societal expectation.

Women and Society
Candidates may include the following in their answers:

  • each novel presents societal expectation as a significant influence on characters’ choices and behaviour, e.g. in Wuthering Heights Cathy is constrained by social class and gender norms; in Beloved Sethe’s role as a mother is shaped by slavery and community scrutiny; in Mrs Dalloway Clarissa navigates expectations of gender, class, and propriety in post-war London

  • methods used by writers to present societal expectation, e.g. Gothic conventions in Wuthering Heights to show social boundaries and rebellion; narrative fragmentation and rememory in Beloved to explore how social norms dictate behaviour; stream of consciousness in Mrs Dalloway to show subtle pressures and internalised social rules

  • comparison of the impact of societal expectation, e.g. Cathy’s decisions are governed by class consciousness and desire; Sethe’s choices reflect both survival and moral judgment from society; Clarissa negotiates personal desires versus social propriety

  • narrative voice used to present societal expectation, e.g. Lockwood as outsider in Wuthering Heights highlights social observation; community perspective in Beloved underscores collective scrutiny; Clarissa’s introspective narration in Mrs Dalloway reveals internalisation of societal pressures

  • comparison of how writers use language and structure to convey societal expectation, e.g. Gothic imagery in Wuthering Heights; lyrical and fragmented narrative in Beloved; stream of consciousness and interior monologue in Mrs Dalloway

  • embedded consideration of how readers might respond to societal expectation, e.g. prompts reflection on historical and social constraints, gender roles, and moral judgement; readers gain empathy for characters navigating restrictive norms

These are suggestions only. Accept any valid alternative responses.


Comments

Post a Comment

Popular posts from this blog

Missing ones

Mark Scheme – Question 1 Re-read La Belle Dame sans Merci and My Last Duchess. Compare how power is shown through relationships in La Belle Dame sans Merci and in My Last Duchess. La Belle Dame sans Merci (AO2) Responses may include: The faery’s child wields power over the knight through her beauty and supernatural charm: he is ‘alone and palely loitering’ after she abandons him. The knight’s vulnerability shows the imbalance of power in the relationship. Repetition of ‘wild eyes’ and the description of her ‘light of foot’ emphasise her dominance over him. The use of the ballad form, with regular rhyme in the second and fourth lines, creates a rhythmic, almost hypnotic effect, reflecting the control the lady has over the knight. Pathetic fallacy highlights the knight’s powerlessness: the ‘sedge has withered’ and ‘no birds sing’ mirror his emotional desolation. The knight’s dream of other ‘pale kings’ and ‘princes’ suggests a history of men powerless before her, reinf...
Read more

Home gardens can transform ‘hungry’ homes

In what ways is fear of Boo Radley presented in the novel? You must consider the context of the novel in your answer.(AO1) • The children’s fear of Boo Radley is shown through their vivid and exaggerated imagination, calling him a “malevolent phantom.” • Scout describes Boo as having “scar across his face” and yellow eyes, creating a fearful image. • Jem and Dill’s stories about Boo include rumors that he “dined on raw squirrels and any cats he could catch,” fueling superstition. • The children dare each other to approach the Radley house, but their fear keeps them cautious and reluctant. • The narrative presents Boo from the children’s perspective, showing how fear is mixed with curiosity and misunderstanding. • Scout’s narrative tone conveys a sense of mystery and childhood innocence that heightens the fear of the unknown. • The gifts left in the knothole of the tree reveal Boo’s kindness, which challenges the initial fearful impression. • The nighttime episode where the child...
Read more

An enriching youth field expereince as a facilitator (section1)

It was an unforgettable field experience I had with the youth as a facilitator in 2013. We often rely on funds to make our social projects more successful, but the below field experience was one that heavily depended on the communities' efforts to do something for their own good, whereas, social organizations often try to carry out initiatives that support the community in direct means. So, I find it to be a unique experience that will continue to inspire me to carry out grassroots level work based on some of the lessons learnt on the ground. Hope you enjoy reading my story! Background On 23 -25 June 2013 Centre for Peace Building and Reconciliation (CPBR) in collaboration with NEXT-GEN 1 organized their first ever environmental workshop. It was an interactive experimental and experiential learning workshop that brought nearly 43 youth from six local villages to Vahamalgollawa to explore environmental issues affecting an individual, community and the world at lar...
Read more