Literature Paper 2: The Strange Case of Dr Jekyll
and Mr Hyde and Poetry – Conflict and Unseen
2 hours 15 minutes
2 sections
4 questions
Section A: Dr Jekyll and Mr Hyde
Question A will be on an extract from the novel. The extract will be printed in your booklet. The question will ask you
how a theme or idea is presented in the extract. You must use evidence from the extract to explore how the idea
(e.g. the relationship between Jekyll and Utterson) is shown to the audience.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant
subject terminology* where appropriate.
The question is worth 20 marks.
You will be expected to identify key words and phrases as well as features of structure and form, and to analyse the
way Stevenson has created effects on the audience.
You must use appropriate subject terminology* to explain the effects on the audience. It is the relationship between
WHAT IS WRITTEN and HOW IT AFFECTS THE AUDIENCE which you are trying to analyse.
Question B will ask you to explore how a related theme is important elsewhere in the novel – that is, not in the
extract. For example, if the extract question asks you about Jekyll’s relationship with Utterson, the “rest of the play”
question might ask you how relationships are important elsewhere.
AO1: Read, understand and respond to texts
Students should be able to:
● maintain a critical style and develop an informed personal response
● use textual references, including quotations, to support and illustrate interpretations
The question is worth 20 marks.
There will be bullet points telling you what you must consider. MAKE SURE YOU FOLLOW THOSE INSTRUCTIONS!
You must be able to make detailed reference to events elsewhere in the novel for this answer. Being able to
remember and analyse quotations would be ideal, but accurate and clear references will still get you marks (e.g. the
difference between ‘Jekyll refers to Lanyon as a “hide-bound pedant”’ and ‘Jekyll thinks Lanyon is too fixed in his
ideas’).
You must avoid narrative. The examiner knows what happens in the novel. They don’t want you to tell the story.
They want you to analyse HOW that particular theme is important and HOW it is shown to you (language, structure).
Section B, Part 1 – Conflict poetry
There will be ONE question which will name ONE poem from the Conflict section of the Anthology, and ask you to
compare it to ONE of the other poems you have studied from the Conflict section. The named poem will be printed
on the exam paper.
The question will focus on the language, form and structure of the poems, and the contexts in which they were
written.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant
subject terminology* where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written
The question is worth 20 marks. YOU MUST WRITE ABOUT TWO POEMS TO GET MORE THAN 8 MARKS.
You will be expected to identify key words and phrases as well as features of structure and form, and to analyse the
way the poets have created effects on the audience.
You must use appropriate subject terminology* to explain the effects on the audience. It is the relationship between
WHAT IS WRITTEN and HOW IT AFFECTS THE AUDIENCE which you are trying to analyse.
You ABSOLUTELY MUST comment on CONTEXT. Relate the presentation of the theme to the context in which the
poet was writing – e.g. Wordsworth – Industrial Revolution – interaction of ‘Man’ and ‘Nature’ - conscience; Levertov
– Vietnam War – anti-war protests/social change in USA – importance of memory.
You must avoid narrative. The examiner knows what happens in the poems. They don’t want you to tell the story.
They want you to analyse HOW that particular theme is important, HOW it is shown to you (language, structure),
and HOW it relates to the context in which the poets were writing.
Section B, part 2 – Unseen Poetry
There will only be one question. Two poems you have not studied will be printed on the exam paper. You must
carefully read them both, identifying aspects of language, structure and form and HOW the poets present a
particular theme.
AO1: Read, understand and respond to texts
Students should be able to:
● maintain a critical style and develop an informed personal response
● use textual references, including quotations, to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant
subject terminology* where appropriate.
The question is worth 20 marks.
There will be bullet points in the question telling you what to write about. FOLLOW THE INSTRUCTIONS!
You must use directly quoted and accurate evidence to support ALL the points you make about how the poets use
language, structure and form to create meaning.
*SUBJECT TERMINOLOGY:
Language Subject Terminology
Use of:
Powerful words
Adjectives
Adverbs
Descriptive language – metaphor, simile,
personification, alliteration, sibilance,
onomatopoeia, etc.
Structure Subject Terminology
Use of:
Paragraph/stanza lengths – long and short
Short sentences
Long, complex sentences
Engaging punctuation - ! ; ?
Sentence types: exclamative, declarative,
interrogative, imperative
Rhythm and rhyme
Language Devices and Their Effects
Language
device
Possible effect
Imagery: simile,
metaphor, personification
“Life is a rollercoaster”
Creates a visual image for the reader and helps them to understand
what the writer means more clearly.
Powerful verbs/short
sentences
“spun round and spat
out”
Creates a sense of drama and excitement
Adverbs
“slowly, gently”
Describe how something happens
“sometimes, often”
Describe when something happens
Adjectives
“beautiful, glorious”
Give the reader a detailed description
Dialogue
May show the relationship between characters.
Emotive language
“Quivering with fright”
Encourages empathy from the reader
Humour
Creates a less serious tone
Useful linking words
Learn 5 from each column
Connective
The author / language in
the text…
Firstly
Advises
Implies
Secondly
Argues
Indicates
Thirdly
Builds
Juxtaposes
As well as
Connotes
Narrates
this
Contrasts
Persuades
Furthermore
Conveys
Realises
Moreover
Creates
Recognises
Finally
Demonstrates Refers to
Lastly
Describes
Reflects
Depicts
Represents
Likewise
Emphasises
Reveals
Similarly
Evokes
Signifies
Unlike
Exaggerates
Suggests
As well as
Gives the
Symbolises
In contrast
impression
Shows
to
Gives a sense
Tells
Highlights
Informs
The audience… (or
‘we’…)
Is made aware
Is informed
Is told
Is shocked /
fascinated /
persuaded / made
to sympathise etc.
Learns
Discovers
Realises