LEAVING CERTIFICATE TRIAL EXAMINATION, 2017

English Higher Level Paper 2

CRITERIA FOR ASSESSMENT

The tasks set for candidates in both Paper 1 and Paper 2 will be assessed in
accordance with the following criteria:
Clarity of Purpose (P) 30% of the marks available for the task
Coherence of Delivery (C) 30% of the marks available for the task
Efficiency of Language Use (L) 30% of the marks available for the task
Accuracy of Mechanics (M) 10% of the marks available for the task

Each answer will be in the form of a response to a specific task, requiring

candidates
To display a clear and purposeful engagement with the set task
To sustain the response in an appropriate manner over the entire answer
To manage and control language appropriate to the task
To display levels of accuracy in spelling and grammar appropriate to the
required/chosen register.

POINTS TO NOTE WHEN CORRECTING:

Both papers should be marked together.

To assist with forming a judgment it would be necessary to place an
accurate tick at the points identified in the answer, underline all errors in
candidates work and use the proper shorthand codes as indicated in the
marking scheme.
The examiner is for the student at all times, so correcting should be a
positive process. Where they have done well on Paper One that ought to
stand to them as you embark on correcting their Paper 2.
In most cases, each paper will result in approximately the same mark (eg
100 in Paper 1; 115 in Paper 2) unless one question was very poorly
answered - this is a way to 'check' you're marking fairly.
If a student is on the cusp of grade boundary, review both papers and
make a decision where they should lie, removing or adding marks where
appropriate so they are firmly in the grade bracket they deserve.
The code is key - the student must keep it referenced at all times and
certainly at the end of each point. They can agree (A+) or disagree (A-)
depending on the code. You write the code in the right hand margin. If
they make a point but fail to exemplify or exemplify poorly, you circle the
code.
The more codes (uncircled) the better.
Some students will fail to keep to the key part of the question. They may
resort to writing summary/narrative. The code then is NARR or SUMM in
the margin with a wavy line to indicate where it begins and ends.
With the comparative you draw a square bracket at the beginning of each
point and the end. Then code C or C in a bracket. No code if no
comparison.
 Double tick if the material you're correcting is excellent.
A non-sentence, an overlong one or one that makes no sense? Draw a
squiggly line beneath and code EXP- (i.e. Poor expression)

SINGLE TEXT HAMLET William Shakespeare

1. Hamlet offers a number of contrasting versions of human nature, ranging

from nobility and idealism at one extreme, to baseness and profound evil at
the other.

Discuss this statement with suitable reference to the text.

CODE: NI for nobility and idealism; BP for baseness and profound.

OR

2. The main concern of the play Hamlet is not so much revenge as mortality.

Discuss this statement with suitable reference to the text.

CODE: CR for main concern is revenge; CM for main concern is

mortality.

SECTION II

THE COMPARATIVE STUDY (70 marks)

Candidates must answer one question from either A The General Vision and
Viewpoint or B Theme or Issue

In your answer you may not use the text you have answered on in SECTION I
The Single Text.

A. THE GENERAL VISION AND VIEWPOINT

1. The general vision and viewpoint of a text can be measured by the

deterioration or success of a central relationship.

Discuss this statement in the light of the general vision and viewpoint of the
texts on your course.
(70)
CODE: C/SR for success of relationship, C/DR for deterioration of
relationship.

OR

2. Despite how a text begins it is the ending that makes the most impact on
the general vision and viewpoint.

(a) Describe the opening of one text on your course. How does what happens
at the beginning of the text reflect (or not) the general vision and viewpoint?
(30)

(b) Compare the endings of two other texts. Do the endings reveal more about
the general vision and viewpoint of the text?
(40)

CODE:
Part (a) CODE: OR for opening reflecting general vision and viewpoint.
Part (b) CODE: C/ER for comparisons for ending revealing more about
GVV.

B. THEME OR ISSUE

1. It is possible for readers to be uplifted and/or disheartened by aspects of a

theme or issue encountered in texts.

(a) Discuss the extent to which you were uplifted and/or disheartened by
aspects of a theme or issue encountered in one of the texts you have
studied for your comparative course. Support your answer by reference to
the texts.
 (30)

(b) Compare the extent to which you were uplifted and/or disheartened by
aspects of the same theme or issue encountered in two other texts you
have studied on your comparative course. Support your answer by reference
to the texts.
(40)
CODE:
Part (a) CODE: UT for uplifted by theme/issue and DT for disheartened
by theme/issue .
Part (b) CODE: C/UT for uplifted by theme/issue and C/DT for
disheartened by theme/issue.

OR

2. The exploration of a theme or issue can be central to the overall impression

a text makes on a reader.

Compare the extent to which the exploration of the same theme or issue
was central to your overall impression of three texts from your
comparative course. Support your answer by reference to the texts.
(70)

CODE: C/IR for comparisons of theme being central to impression on

reader.

For a 70 mark question:

For split question:

 SECTION III

POETRY (70 marks)

A. UNSEEN POEM (20 marks)

B. PRESCRIBED POETRY (50 marks)

1. Paul Durcan

Durcan's poetry manages to be unsettling and yet tender.

Discuss with relation to the poems you have studied on your course.

CODE: U for unsettling and T for tender.

2. Eavan Boland

Boland's poems deal with powerful emotions and human relationships in an

honest and open manner.

Discuss this statement with reference to the poems you have studied from the
course.
CODE: E/HO powerful emotions dealt with in honest and open way and
R/HO for human relationships dealt with in honest and open way.

3. Sylvia Plath

Though Plaths poetry is dominated by intensely personal insights, it still leaves

a lasting impact on the reader.

To what extent do you agree or disagree with this statement? Support your
answer with suitable reference to the poetry of Sylvia Plath on your course.

CODE: PI for personal insights and IR for lasting impact on reader.

4. John Keats

Despite having a rich sensuous style the poetry of Keats is predominantly

gloomy.

Do you agree with this assessment of his poetry? Your answer should focus on
both themes and stylistic features. Support your points with suitable reference
to the poems you have studied.

CODE: RS for rich sensuous style and PG for predominately gloomy.