An examination of "The Inspector Calls" by J.B. Priestley delves into the intricate layers of this classic play. Explore themes of social responsibility, morality, and the consequences of individual actions. Unravel the mysteries woven into the narrative, analyzing the characters' roles in a compel...
, GCSE English Literature
Paper 2: Modern Texts and Poetry
The Exam
Time: 2 hours 15 minutes.
Marks: 96
Weighting: 60% of the English Literature GCSE
You must answer four questions in total: one from Section A, one from Section B and
two from Section C. This is a closed text exam, so you will not be able to use the
texts.
Section A – ‘An Inspector Calls’. (30 marks plus 4 marks for SPaG = 36 total)
You have a choice of two questions. Pick one to answer. One question will usually
focus on character and the other on theme. You should spend 50 minutes on this
response.
Section B – Power and Conflict Poetry. (30 marks)
There is no choice of tasks. The question will name a poem and provide a copy of
this poem, as well as a list of the other poems you’ve studied in that cluster (along
with their authors) that you can use for comparison. You should spend 45 minutes on
this response.
Section C – Unseen Poetry. (32 marks)
You will be given two unseen poems in this section and two tasks. You must
complete both tasks. The first task will ask you to analyse a poem and comment on
how particular ideas are developed. The second task will ask you to compare and
contrast the methods used in your first unseen poem with another unseen poem.
Spend 30 minutes on the first task (24 marks) and 15 minutes on the second task (8
marks).
What the examiners are looking for…
Assessment Objectives
You are assessed on the following in your responses:
AO1: respond to texts critically and develop an informed personal response
using textual references and quotations – line of argument
AO2 analyse how language, structure and form are used by writers to create
meaning and effects. Use relevant subject terminology – points of analysis and
evaluation
AO3 show understanding of the relationships between texts and the contexts in
which they were written – context and comparisons across
text/time/audience
AO4: Use a range of vocabulary and sentence structures with accurate spelling
and punctuation. (only tested in Section A for both papers)
2
, Revising for this exam
Re-read the play. You will notice far more details and remember more quotes on a
second or third reading.
Make revision pages or revision cards! In particular, focus on the characters and
themes. On these cards, include summarised details of this theme or the role of
each character. For example:
o Words to describe the character/theme and their relationship with others
o Their role/response to Eva Smith’s/Daisy Renton’s death (plot and events)
o Link to context – who/what do they represent?
o What do we learn about them through the staging/directions?
o Do they change? (Structure)
o Language they use/used about them – key quotes
o How do they link to the playwright’s message overall?
Practise exam style questions and attempt these with notes initially, and then
without notes.
Practise planning – have a go at planning for an example question. Try and do this
using your knowledge and then consult your notes afterwards, develop your plan
and identify gaps in your learning.
Reverse planning – look at example answers and have a go at writing that pupil’s
essay plan. What do you think they included in their actual response?
Timed essay writing.
Explore and test yourself using revision websites – BBC Bitesize, GCSEpod
3
, Revision Checklist
Characters Themes Context Plot Writer’s Craft
The Inspector Charity Socialism General story Foreshadowing
Mr Birling Greed Capitalism as well as the Archetype
Mrs Birling Poverty Women’s progression Dramatic Irony
Sheila Social Rights + of characters, Foil
Gerald Injustice suffrage themes and Entrances
Eric Class Divide 1912 & pre- settings Exits
Focus
Eva Smith Age vs war Stage
Youth 1945 + Directions
Gender post-war Irony
fallout Juxtaposition
Welfare
State
Who they are Where do we How do What Why is it used
What they do see them in they appear happens What effect
and when they the play in the story Which event does it have on
appear in the Which What effect is revealed the structure
play characters do they at which or layout of the
What their or ideas link have upon point text
purpose is in to that the Why How does it
the story/what theme and characters Priestley develop the
they represent why What was chose to central
Why Priestley Priestley’s Priestley’s structure message or
What you need to know
chose to present intention opinion on his writing idea
them in this and message this in this way
way/the effect it about that Why did How the
has on us (the theme this aspect characters
reader) How the affect or themes
How this context Priestley so evolve over
character links affects his much the course
to central reasoning for of the play
themes/ that theme The
messages The effect dramatic
At least 5 key the theme significance
quotes to has on the of each act
support your audience and key
understanding events
of this
character, fully
annotated
Writer’s message is crucial and should be interwoven throughout each element of the
story (character/theme etc…) as the whole purpose of writing a play is to get the
message across!
Using techniques to support your comments is also a key element of strong revision
4
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