Part A: Mark Scheme and Model Answer (OCR A Level English Literature): Revision Note

Exam code: H472

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Kate Lee

Updated on

Mark Scheme and Model Answer

The best way to improve any essay is to know how you are assessed, and what skills you are being assessed on. This page has been created to give you a sense of what examiners are looking for in a full-mark response. It contains:

  • Overview

  • Mark scheme

  • Example task

  • Model answer

  • Unannotated model answer

Overview

In Section 1, part (a), the Assessment Objectives are AO1 and AO2. AO1 requires you to write an articulate personal and creative response to the Shakespeare text, and use concepts and terminology written in a coherent way. AO2 requires you to explore Shakespeare’s use of language and its dramatic effects.

Mark Scheme

The mark scheme in English Literature can appear daunting and difficult to understand. This is because there is no ‘correct answer’ for the essay: the exam board does not provide points that need to be included in your response, and instead, examiners have to use the mark scheme to place an answer into a grade. It is therefore essential to understand the mark scheme really well yourself: if you understand exactly what you are being assessed on, you understand how to improve.

For part (a) AO1 and AO2 are the key assessment objectives. The dominant assessment objective is AO2: linguistic analysis. The weightings for the assessment objectives in this question are:

AO1 - 25%

AO2 - 75%

Here is a simple version of the OCR mark scheme for the Shakespeare part (a) question.

AO1

  • Excellent understanding of the play and question 

    Coherent and detailed argument which is consistently developed

    Fluent and accurate writing with critical concepts and terminology used accurately

AO2

  • Thorough examination of how language, form and structure create effects, including dramatic ones

    Effective analysis of methods consistently

    Integrated quotations and textual references skillfully into the discussion, with critical evaluation of their significance

Example task

The following task is taken from the June 2022 paper based on Hamlet. However, the commentary is designed to highlight how to structure your response and integrate all aspects of the assessment objectives, and therefore the model could be applied to any of the Shakespeare plays. For candidate exemplars from this exam series for the other topic areas, please follow this link (opens in a new tab) to the resources available on OCR’s website.

A close reading is an in-depth, careful analysis of a short extract. In part (a) you are required to give a meticulous and in-depth analysis of the language, form and structure used in the extract from the Shakespeare play you have studied.

The illustration below shows an example of how you might start annotating the extract. 

Once you have read through the extract, it might be useful to analyse Shakespeare’s use of language in the following way:

  • Find a quotation from the text 

  • Identify the language techniques used 

  • Note the effect of the technique or the meaning that is shaped

  • Write up what you’ve found in a coherent academic register

Below is an example of how you might approach this process:

Text

Quotation

Concepts and terminology

Effect

Hamlet

“This above all – to thine own self be true” 

Irony

Used for comedic effect

The final step is to show you can write your analysis in an accurate and coherent manner.

Coherent, accurate written expression

Shakespeare employs irony in Polonius's speech which creates a stark contrast between his words and his actions, thereby infusing the scene with subtle humour. As Polonius is portrayed as a conniving and manipulative character, when he advises Laertes to be true to himself, the audience is immediately struck by the hypocrisy of his words. The irony lies in Polonius advocating for honesty while he himself is deeply dishonest. This creates dramatic tension between his words and the reality of his character. In the midst of the play's intense and tragic moments, Polonius's ironic advice provides a subtle form of comic relief. The audience, recognising the absurdity of his counsel, may find amusement in his pompous yet misguided attempts to guide others.

Once you have analysed your quote, you could choose another quote from the extract. Alternatively, you could extend your analysis of this quote by commenting on other meanings. Below is an example of how you might do this:

Text

Quotation

Concepts and terminology

Effect

Hamlet

“This above all – to thine own self be true” 

Poetic language and juxtaposition

Contrasts with the deceitfulness of his nature

Coherent, accurate written expression

Further, Polonius employs eloquent, poetic language and the sophistication of his speech is contrasted with the deceitfulness of his nature. By presenting Polonius as a character who can manipulate language so effectively, Shakespeare invites the audience to question the sincerity of his words. It also links to the play's themes of appearance versus reality, deception and the complexity of human nature. The audience is thus challenged to discern the layers of meaning behind Polonius's eloquent and poetic language.

Model answer

Below you will find a full-mark, A* model answer for this unseen extract task. The commentary labelled in each section of the essay illustrates how and why it would be awarded an A*. Despite the fact it is an answer on Hamlet, the commentary is relevant to any of the other Shakespeare plays because it is modelling how to structure an answer incorporating the relevant assessment objectives. AO1 is demonstrated throughout in terms of the coherence of the overall response.

Question: 

Discuss the following passage from Act 3 Scene 1, exploring Shakespeare’s use of language and its dramatic effects

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Examiner Tips and Tricks

Examiners often comment that students perform most successfully when they think flexibly and creatively during the examination, even when the extract chosen and question for the text were perhaps not as expected. This is better than offloading pre-prepared information about the play.

Unannotated model answer

This extract provides valuable insights into the characters of Polonius, Laertes and Ophelia. Through their use of language, Polonius is portrayed as a manipulative, controlling and verbose character; Laertes appears dutiful but somewhat restrained and Ophelia emerges as submissive and vulnerable. The extract underscores themes prevalent in Hamlet such as deception, trust, familial relationships and the complexities of romantic love. Polonius's manipulative language and control over Ophelia underscore the theme of deceit, while Laertes's genuine concern for his sister highlights the theme of familial relationships and loyalty. 

In this scene, Shakespeare further reveals Polonius's character. His long-winded advice not only conveys his verbosity but also his desire to control and manipulate those around him. Here he uses the guise of fatherly concern to further his own agendas which illustrates his cunning nature. His repeated use of imperatives are used to give moral instructions: “Give thy thoughts no tongue, Nor any unproportion’d thought his act.” There is a distinct lack of tenderness among the characters. Polonius's advice to Laertes, while seemingly well-intentioned, is pragmatic and stern. The use of imperative sentences like “Give thy thoughts no tongue” creates a commanding tone. Laertes, though he speaks more than Ophelia, still gives relatively concise replies to his father. For example, his response to Polonius's advice is a simple “Most humbly do I take my leave, my lord”. His brief responses to his father are rather monosyllabic which could indicate his resignation.

Similarly, the interaction between Polonius and Ophelia is paternalistic and controlling rather than nurturing. Ophelia's brief responses to her father, for example, “I shall obey, my lord” and “Tis in my memory lock'd, And you yourself shall keep the key of it”, reflect her submissive and obedient nature. The brevity of Ophelia’s language also conveys her vulnerability. The brevity of both Ophelia’s and Laertes’s language underscores the overwhelming influence of their father as his verbose and didactic nature dominates the conversation. Their brief responses highlight the paternal control and the limited autonomy they have in their familial relationships. Furthermore, the contrast between Laertes's and Polonius's characters is particularly notable in this extract. Laertes, though obedient, exhibits genuine concern for his sister. Polonius, on the other hand, manipulates and controls those around him for his political gains. The gentle tone between Laertes and Ophelia implies a caring relationship between siblings, which is reflected in his parting lines: “Farewell, Ophelia; and remember well/What I have said to you.” Laertes's advice to Ophelia about her relationship with Hamlet might reflect his protective nature as an older brother.

Polonius's advice also contains elements of irony and humour. For example, his verbose and convoluted manner of speaking could be seen as ironically humorous and reveals his self-importance and pretentiousness. Also, as the extract is written in verse and uses iambic pentameter, Polonius's eloquent advice presented in this form lends an air of wisdom and authority to his character and further conveys his manipulative nature. For example, “Think yourself a baby/That you have ta’en these tenders for true pay/Which are not sterling”. The comparison of Ophelia to a baby is both exaggerated and comical and underscores Polonius's tendency to oversimplify complex situations. Further, the use of elevated and pompous language in Polonius's speech adds another layer of irony. His attempt to sound profound is contrasted with the shallowness of his advice, making the situation appear ironically humorous to the audience. Polonius’s sophisticated language reflects his desire to control Ophelia's actions and decisions. For example, he declares: “You do not understand yourself so clearly/As it behoves my daughter and your honour”. This condescending tone undermines Ophelia and further illustrates Polonius's desire to control his daughter's actions and thoughts. The use of the word “behoves” implies a sense of propriety, manipulating Ophelia’s sense of duty to her father and her honour. Ophelia's responses, while respectful, reveal her naivety and innocence. Her compliance with her father's instructions and her lack of assertiveness depict her as a passive character. Polonius's advice, while seemingly wise, becomes ironic considering his later actions and decisions. For example, his advice to Laertes to avoid borrowing could be seen as hypocritical, given Polonius's tendency to be involved in deceitful schemes. 

Polonius tries to foreground his own worldly wisdom against Ophelia’s apparent “green girl” naivety. Polonius's description of Ophelia as a “green girl” reflects a paternalistic and condescending attitude. The term “green” suggests inexperience and naivety. By referring to Ophelia in this way, Polonius implies that she lacks wisdom and understanding, reinforcing the stereotypical notion that young women are inherently naive and impressionable. Further, Polonius's characterisation of Ophelia serves his manipulative agenda. By depicting her as inexperienced and naive, he reinforces his control over her decisions. This characterisation allows him to justify his interference in her relationship with Hamlet, under the pretext of protecting her innocence. 

In this extract, Shakespeare uses language devices to illuminate each of the character’s nuances.  Polonius, manipulative and controlling, employs elaborate language and imperatives, projecting his authority and dominance. His verbosity conceals his cunning intentions which are veiled under a guise of fatherly concern. Contrastingly, Laertes's restrained yet caring tone hints at a deeper affection for his sister. Ophelia's submissive responses, while obedient, reflect her vulnerability, thus exposing the power dynamics within the family.

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Nick Redgrove

Author: Nick Redgrove

Expertise: Curriculum Expert

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

Kate Lee

Reviewer: Kate Lee

Expertise: English Content Creator

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.