Summary
Summary OCR GCSE English Literature Never Let Me Go Revision Guide
A detailed revision guide to Never Let Me Go by Ishiguro at a GCSE level - includes key moments from each chapter and detailed analysis of quotations.
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NEVER LET ME GO REVISION GUIDE, Modern Text: Exam Information: 1 hour.
You will have a two part question. You need to answer BOTH part a) and part b)
Part A:
Comparison Question
You will be given an extract from the novel and an extract from an unseen novel. The question will ask you to compare the
extracts and the way in which both authors present a specific aspect of the text such as characters, themes, atmospheres
or relationships. You will also need to use context to support your interpretations – this can be as straightforward as
thinking about how a more/ less modern novel might present a theme in comparison to the setting of ‘Never Let Me Go’ or
maybe the unseen novel is set in a different place.
And:
Part B:
Another Moment Question
You will be asked to choose one other moment from the novel and analyse it in detail. This will be linked to the
comparison question –e.g if the first question asks you to compare how tension is created in the extracts, then the second
question will ask you to choose one other moment in the novel which is tense and analyse how Ishiguro creates tension in
this moment.
How am I assessed?
Part A:
AO1 (7.5%)
Read, understand and respond to texts. Learners 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 (5.83%)
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant
subject terminology where appropriate.
AO3 (6.67%)
Show understanding of the relationships between texts and the contexts in which they were written.
Part B:
AO1 (7.5%)
Read, understand and respond to texts. Learners 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 (5.83%)
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant
subject terminology where appropriate.
, Practice Paper
Never Let Me Go by Kazuo Ishiguro and Slade House by David Mitchell
Read the two extracts from the texts and then answer both part (a) and part (b).
You are advised to spend about 45 minutes on part (a) and 30 minutes on part (b).
For part (a) you should only focus on the extracts here rather than referring to the rest of your studied
text.
a) Compare how the difficulties of fitting in are presented in these two extracts.
You should consider:
• The situations and experiences faced by the characters
• How they react to these situations and experiences
• How the writers’ use of language and techniques creates effects
[20]
AND
b) Explore another moment in Never Let Me Go where Tommy, Kathy or Ruth struggle with being
different.
[20]
, Extract 1 from: Never Let Me Go by Kazuo Ishiguro
In this extract, Tommy is telling Kathy how Miss Lucy said that it was okay if he was not creative.
If Tommy had genuinely tried, she was saying, but he just couldn’t be very creative, then that was quite alright,
he wasn’t to worry about it. It was wrong for anyone, whether they were students or guardians, to punish him
for it, or put pressure on him in any way. It simply wasn’t his fault. And when Tommy had protested it was all
very well Miss Lucy saying this, but everyone did think it was his fault, she’d given a sigh and looked out of her
window. Then she’d said:
‘It may not help you much. But just you remember this. There’s at least one person here at Hailsham who
believes otherwise. At least one person who believes you’re a very good student, as good as any she’s ever
come across, never mind how creative you are.’
‘She wasn’t having you on, was she?’ I asked Tommy. ‘It wasn’t some clever way of telling you off?’
‘It definitely wasn’t anything like that. Anyway …’ For the first time he seemed worried about being overheard
and glanced over his shoulder towards the house. The Juniors at the window had lost interest and gone; some
girls from our year were walking towards the pavilion, but they were still a good way off. Tommy turned back
to me and said almost in a whisper:
‘Anyway, when she said all this, she was shaking.’
‘What do you mean, shaking?’
‘Shaking. With rage. I could see her. She was furious. But furious deep inside.’
‘Who at?’
‘I wasn’t sure.’
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