The Marking Criteria
Band 3 •
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Students demonstrate: 3.1 Sustained response to task 3.2 Sustained response to text 3.3 Effective use of details to support interpretation 3.4 Explanation of effects of writer’s uses of language and/or form and/or structure and effects on
readers/audience 3.5 Understanding of ideas/themes/feelings/ ideas/themes/feelings/attitudes attitudes Information Information is usually presented in a way which assists with communication of meaning. Syntax Syntax and spelling are generally accurate.
Band 3: Keep Quoting •
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Sustained: quote Interpretation: because, therefore, consequently Writer: Priestly Effects on audience: we, us
Difference Between D and C •
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Typically, grade D responses: •identify the effects of writers’ uses of language, form and structure, e.g. e.g. Sheila gets Eva sacked from Millwards because she was “jealous of her” her ”. Whereas grade C responses: •explain the effects of writers’ uses of language, structure and form, e.g. Sheila gets Eva sacked from Millwards because she was “jealous of her” and this gives her a motive to use her wealth and family name to threaten the shop owner.
Past Questions: Foundation 17.How does Priestley present Gerald in An Inspector Calls?
Write about: what Gerald says and does how other characters respond to him the methods Priestley uses to present Gerald. OR 18.What 18.What do you think Priestley is trying to tell us about responsibility in the play An Inspector Calls? Write about: what some of the characters say and do the methods Priestley uses to present his ideas on responsibility. •
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Past Questions: Foundation •
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1 7 How does Priestley present Eric in An Inspector Calls? Write about: what Eric says and does how other characters respond to him the methods Priestley uses to present Eric. (30 marks) OR 1 8 Write about the differences between Sheila and Sybil Birling in the play An Inspector Calls. You should write about: what they say and do their different attitudes the methods Priestley uses to present Sheila and Sybil Birling.
What Methods Means •
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The characters are not real people, they are used to represent Priestley’s ideas The characters represent some of the deadly sins, Priestly has a religious message The characters represent the problems of the class system, system, and the hypocrisy of the upper class The Inspector may not be a real person, but supernatural: the play is a whodunit
Band 4 •
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Students demonstrate: 4.1 Considered/qualified response to task 4.2 Considered/qualified response to text 4.3 Details linked to interpretation writer ’s uses of 4.4 Appreciation/consideration of writer’ language and/or form and/or structure and effect on readers/audience 4.5 Thoughtful consideration consideration of ideas/themes
Information Information is presented in a way which assists with communication of meaning. Syntax Syntax and spelling are generally accurate.
Band 4 •
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Qualified: alternatively, alternatively, on the other other hand, whereas, in contrast, however Considered: appears, suggests, implies Thoughtful: perhaps, might, may may,, possibly
Band 4: Alternative Points of View •
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Eric appears to be the only person to have committed a crime, stealing from his father. However However,, Priestly may want us to forgive forgive him, because Eric is trying to compensate for his irresponsible behaviour in getting Eva pregnant. pregnant. On the other hand, hand, Priestly might also want us to see that Eric is still deeply irresponsible. When his father accuses him, “you stole the money”, Eric replies, “not really”. This implies that Eric will continue to be irresponsible even after the Inspector has gone. At the end, we realise Priestly is suggesting that Eric will never fully face up to his own mistakes.
How to get a C Aim for a B
Alternative Alternative Viewpoints: Eric •
Alcoholic, Rapist and Thief?
“well, I was in that state where a chap easily turns nasty – and I threatened to cause a row” •
Unloved, Undervalued, Und ervalued, Repen Repentant? tant?
“(shouting) And I say the girl’s dead and we all helped to kill her – and that’s what matters.”
Alternative Alternative Viewpoints: Sheila Vain, Jealous, Vengeful, Obsessed by status and wealth? “I knew anyhow you were lying about those months last year when you hardly came near me.” Repentant, Eager to Learn, Brave, Eager to change the world. “I remember what he said, how he looked looked and how he made me feel. Fire and blood and anguish.” •
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Alternative Viewpoints: Gerald Capitalist, Manipulative, Selfish, Sexist, Hypocrite “It happened that a friend of mine...had let me have the key to a nice set of rooms he had – and had asked me to...use them if I wanted to.” Young, Loving, Generous, Reformed “She didn’t blame me at all. I wish to God she had now. Perhaps I’d feel better about it.”
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Priestley’s Purpose •
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A Socialist and/or Communist, committed to overthrowing the rich. A Christian, a man of the the people, committed to treating fellow man with wit h respect, regardless of wealth. A Dramatist, catching catching the mood of the people, the zeitgeist, reflecting the real world, and the interest interest in whodunit fiction.
Priestley’s Purpose •
A Socialist and/or Communist, committed to overthrowing the rich.
“Gerald...we’re respectable citizens and not criminals.
Inspector Sometimes there isn’t as much difference difference as you might think. Often, if it was left to me, I wouldn’t know where to draw the line.”
Priestley’s Purpose •
A Christian, a man of the people, committed to treating fellow man with respect, regardless of wealth.
“We are members of one body. We are responsible for each other...if men will not learn that lesson, then they will be taught it in fire and blood and anguish.”
Priestley’s Purpose •
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A Dramatist, catching catching the mood of the people, the zeitgeist, reflecting reflecting the real world, and the interest interest in whodunit fiction. The photograph(s) Quizzing one charact cha racter er at a time Knowing what is going to happen “INSPECTOR “INSPECTOR holds up a hand. We hear the front door...Eric enters.”
“Eric You know, don’t you?”
Goole – the supernatural ghost of Christmas Future
Advice from the Examiner
Characters are not real people •
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The Examiner wants you to consider Priestley’s purpose in creating the character. “Sheila was a construct used by Priestley to put forward his messages” messages ”.
The Play is for Performance •
Better candidates were able to see the text as a drama and commented on stage directions, lighting and other dramatic devices, making reference reference to the
effect on the audience (rather than the reader) to show that they had a real sense of the text as a performance.
Important Stage Directions: The Beginning •
“are seated at the table...with ARTHUR BIRLING at one end, his wife at the other”
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Status of women
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Control in the family
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Division in marriage
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We are not “all one body” body ”
Important Stage Directions: The Beginning •
“The lighting should be pink and intimate until
the INSPECTOR arrives, and then it should be brighter and harder.” •
Rose tinted spectacles – delusional
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Pink, feminine, a female play
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Hard, bright, a modern female message
Important Stage Directions: The Ending •
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“As they stare guiltily and dumbfounded, the curtain falls”
They = all, even the young Admit their guilt, not to each other, other, but to the audience Curtain falls, like like a guillotine, echoes the French Revolution
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Question 18 generally was not quite as well done and some responses became descriptions of the selfishness of each character, all four Birlings and Gerald. Such responses would probably have been better bett er had the focus been on one or two characters. The best responses considered the concept of selfishness in the play as a whole.
How to get an A or A*
Dramatic Irony Irony •
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“there’s “there’s a lot of wild talk about ab out possible
labour trouble in the near near future...W future...We employers employers at last are coming together to see that ...the interests of Capital...are properly protected.” The General Strike of 1926 The Great Depression War as aggressive capitalism, exchanging lives for wealth
Dramatic Irony Irony •
“some people say that war’ war ’s inevitable. And to that I say – fiddlesticks!...There’s too much at stake these days. Everything to lose and nothing to gain by war.”
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1914-1918 The Great War
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1939-1945 The Second World War
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Who got rich?
Dramatic Irony Irony •
“the Titanic...unsinkable, absolutely unsinkable”
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Tragedy
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Delusion
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Ignoring humanity, preferring “progress” through Capital
Dramatic Irony Irony •
“a man has to mind his own business and look after himself and his own – and –
We hear the sharp ring of a front door bell.” •
Causes them to be inspected
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Causes the death of Eva
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Change of lighting to reflect sharpness of the lesson the Inspector teaches
Examiner’s Advice: A and A* •
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Typically, A*/A responses are analytical and exploratory.
This means that candidates ‘write a lot about a little’: they tease out meanings and effects effects from a small section of the text, considering the impact of individual words and sounds, often thinking about possible alternative interpretations.
The Birlings: Seven Deadly Sins •
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Pride is excessive excessive belief in one's own abilities. It has been called the sin from which all others arise. Pride is also known as Vanity. Sybil
Envy is the desire for others' characteristics, status, abilities, or situation. Sheila Lust is craving for the pleasures of the body.
Eric •
Greed is the desire for wealth. It is also called Avarice. Arthur
Band 5: •
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Students demonstrate: 5.1 Exploratory response to task
5.2 Exploratory response to text 5.3 Analytical use of details to support interpretation 5.4 Analysis of writer’s uses of language and/or structure and/or form and effects on readers/audience 5.5 Exploration of ideas/themes Structure and style are used effectively to render meaning clear. Syntax and spelling are used with a high degree of accuracy ac curacy..
Band 5: AWE! AWE! •
Analysis: have more than one interpretation
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Writer: Priestly
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Exploration: have more than one interpretation of character, Inspector and Priestly
Band 5: AWE! AWE! •
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Birling comments on his children at the end of the play, “the famous younger generation who know it all”. Priestly might be showing us that Birling has learned nothing, which is why the telephone immediately rings, to announce “a girl has just died”.
However, further However, further dramatic dramatic irony may suggest that Birling is right. Perhaps Priestly is suggesting that, although Sheila and Eric “know it all”, the lesson they have learned is superficial. Therefore Therefore,, because the younger generation has not learned the Inspector’s lesson, a real girl “has just died”.
Band 6 •
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Students demonstrate:
6.1 Insightful
exploratory interpretation of ideas/themes 6.2 Close analysis of detail to support interpretation 6.3 Evaluation of the writer’s uses of language and/or structure and/or form and effects on readers
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6.4 Insightful exploratory response
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context(s)
6.5 Insightful exploration of a range of telling response to context(s)
detail to support
Information is presented clearly and accurately. Writing is fluent and focused. Syntax and spelling are used with a high degree of accuracy.
Band 6 •
Insightful explora exploratory tory interpretation
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Close analysis
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Evaluation
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Writer
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Response to context(s)
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Tell elling ing detai detaill
Band 6 •
Evaluation
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Writer
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Response to context(s)
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Tell elling ing detai detaill
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To do these: write about about the ending, and Priestley’s political message
Band 6: Evaluate Context •
The second death carries with it Priestley’s political point, that the lessons of the WW1, represented by the death of Eva, were not learned, so that the Birlings now face, in the final word of the play, “questions”. Priestley’s question, in 1945, is how the ruling classes allowed al lowed WW2 to occur, so that “millions and millions of John Smiths and Eva Smiths” lost their lives again. Eric and Sheila therefore represent the younger generation who grew up in the inter-war years and failed to live up to their responsibility. Priestly’s play reflected the mood of the country who ousted Churchill’s Conservative government that had taken them to war, replacing them with the socialist Labour government. It is not Sheila and Eric, but their children who finally learn the Inspector’s lesson.
Past Questions
How to Choose the Best Question
Past Questions: Higher
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‘a play 1 7 An Inspector Calls has been called ‘a of contrasts’. Write about how Priestley presents some of the contrasts in the play. OR 1 8 How does Priestley present the change in Sheila during the course of the play An Inspector Calls?
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How do you think this change reflects some of Priestley’’s ideas? Priestley
Past Questions: Higher •
1 7 How does Priestley show that tension is at the heart of the Birling family? OR
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1 8 Priestley criticises the selfishness of people of people like the Birlings. Birlings . What methods does he use to present this selfishness?
Past Questions: Higher Question 17 •
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Arthur Birling says, ‘If we were all responsible for everything that happened to everybody we’d had anything to do with, it would be very awkward, wouldn’t it?’ How does Priestle Priestley y presen presentt ideas about responsibility in An Inspector Calls? Question 18
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How do you respond to Gerald in ‘An Inspector Calls’? How does Priestley make you respond as you do by the ways he writes?
