Literature Paper 1: Romeo and Juliet and An Inspector Calls.
1 hour 45 minutes
2 sections
3 questions
Section A: Romeo and Juliet.
Question A will be on an extract from the play. 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. Romeo’s emotions) 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 Shakespeare 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 play – that is, not in the
extract. For example, if the extract question asks you about Romeo’s emotions, the “rest of the play” question might
ask you how love is 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
AO3: Show understanding of the relationships between texts and the contexts in which they were written
The question is worth 20 marks.
There will be bullet points telling you what you must consider. MAKE SURE YOU FOLLOW THOSE INSTRUCTIONS!
You ABSOLUTELY MUST comment on CONTEXT in question 2. Relate the presentation of the theme to the context in
which Shakespeare was writing – e.g. love/marriage – arranged marriages, daughters being expected to do as they
were told – then explain how this is important in the play.
You must be able to make detailed reference to events elsewhere in the play 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 ‘Mercutio’s dying words are “A plague o’ both your houses”’ and ‘Mercutio curses both the
families before he dies’).
You must avoid narrative. The examiner knows what happens in the play. 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 Shakespeare was writing.
Section B: An Inspector Calls
There will be a choice of two questions. YOU ONLY ANSWER ONE OF THEM.
You will be expected to talk about the WHOLE PLAY.
You will need to make detailed references to events/characters, consider how an audience may react, explore what
Priestley’s intended message was, and link to the context in which he was writing.
The questions will relate to one or more of the following areas:

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
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Plot
Setting
Characters
Themes
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
AO3: Show understanding of the relationships between texts and the contexts in which they were written
The question is worth 40 marks.
You ABSOLUTELY MUST comment on CONTEXT in Section B. Relate the presentation of the theme to the context in
which Priestley was writing – e.g. social class – possibilities for social change following World Wars – then explain
how this is important in the play.
You must be able to make detailed reference to events throughout the play 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 ‘Sheila accusingly tells Eric “You’re squiffy”’ and ‘Sheila accuses Eric of being drunk’).
You must avoid narrative. The examiner knows what happens in the play. 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 Priestley was writing.
Marks are given on this question for accurate use of spelling, punctuation and grammar.
*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 lengths – long and short
Short sentences
Long, complex sentences
Engaging punctuation - ! ; ?
Sentence types: exclamative, declarative,
interrogative, imperative
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
Firstly
Secondly
Thirdly
As well as this
Furthermore
Moreover
Finally
Lastly
Likewise
Similarly
Unlike
As well as
In contrast to
The author / language in
the text…
Advises
Implies
Argues
Indicates
Builds
Juxtaposes
Connotes
Narrates
Contrasts
Persuades
Conveys
Realises
Creates
Recognises
Demonstrates Refers to
Describes
Reflects
Depicts
Represents
Emphasises
Reveals
Evokes
Signifies
Exaggerates
Suggests
Gives the
Symbolises
impression
Shows
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