P2 HL (The Reader and The God of Small Things - Example 1)
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The following post is the first in a series of three that will address the May 2014 Paper 2 exam using The God of Small Things by Arundhati Roy and The Reader by Bernhard Schlink.
Each exemplar answers question 6: “Looking closely at how weakness and strength are represented in at least two works you have studied, discuss the significance of the relationship between the two.”
The three exemplars used together are meant to help students understand the difference in the marking criterion, especially the difference between adequate, good, very good and excellent. We all struggle with these ambiguous terms. What exactly defines excellence? Is it a specific and focused thesis? What about topic sentences that directly answer the question? How much context should a student include?
Unfortunately, the IB does not provide exact answers. And in reality, they cannot be expected to do so. With an international curriculum, taught all around the world, it would be near impossible to come up with an exact, detailed and bullet-pointed list unpacking each criterion that includes full agreement of the entire English speaking world. Imagine if the assessment criteria said that contextual factors must make up exactly 46% of the essay.
Writing just does not work that way. How much context to include depends on the question being answered, the argument being made, and the contextual factors being used. It is part of the beauty of our subject area. We live in ambiguity and literature is full of those life contradictions and paradoxes.
With your students, you might want to talk about the strengths and weaknesses of this exemplar, pointing out where the writer has made effective choices and where the essay is lacking. Through this discussion, a larger understanding of what to do in a Paper 2 examination arises.
Assessment Criteria
Sample Essay
Sample Essay P2 HL (The Reader and The God of Small Things)
Paper 2 Exemplar – May 2014 – Question 6
“Looking closely at how weakness and strength are represented in at least two works you have studied, discuss the significance of the relationship between the two.”
Within both The Reader by Bernhard Schlink published in 1995, and The God of Small Things by Arundhati Roy published in 1997, weakness and strength are represented through the power dynamics amongst the characters within each text. The significance of the relationship between both weakness and strength is explored through the themes of silence, love and betrayal within both texts. Each author has used different ways of portraying power dynamics, such as through the struggle of Germans who were involved in the Second World War and 2nd generation Germans, the children of those involved in the Nazi regime within The Reader. Furthermore, the rigidity of the Indian caste system explored in The God of Small Things enriches the understanding of the power dynamics within Indian society. The use of motifs and symbols also allows the readers to see the shift of power within characters.
Silence is one of the themes in which both Schlink and Roy show the shift in power within their novels. Estha’s literal silence is mentioned in the first few pages of The God of Small Things: “once the silence arrived, it only spread in Esta.” This foreshadows what is to come and the reasons why Estha has stopped talking. Estha’s silence is his weakness as it does not allow him to show emotions when his mother Ammu “died a diable viable age.” The use of rhyme in the above phrase is a technique Roy employs to potentially make the readers not forget all that Ammu has done; she follows who she loves rather than conform to the caste system. Even though Estha is seen to stop talking he has his non-verbal communication with Rahel, his twin sister. By the end of the novel, Estha does not speak and Rahel is left to deal with Ammu’s staining of the Ipe family’s reputation. This could explain Estha and Rahel’s incestuous love making and it may potentially be symbolic of them being both weak and finding strength within each other. The shifting in power from Estha being a talkative young boy to a mute man is foreshadowed throughout the novel’s non-chronological structure. It proves effective as the characters who seemed strong at first turn out to be the weakest.
Conversely, the theme of silence is explored within The Reader through Schlink’s use of Hanna Schmitz and Michael Berg’s relationship as a microcosm for the relationship between first and second generation of Germans after WWII. In part 1 of the chronological novel, Michael who is a 16 year old boy and Hanna who is a 36 year old woman begin to have a sexual relationship. Michael who is a naïve young boy falls in love with Hanna “the next day” after they have sex. After Michael finds out 26 years later that Hanna was a camp guard during the 2nd World War he and he fellow classmates become “radical explorers” “condemning” all those involved in the 3rd Reich. Hanna is silenced by the twin events in the courtroom as well as by her loss of Michael. She says, “What would you have done?” The simple question firstly shows Hanna’s lack of understanding the situation and ultimately her loss of power. It also shows that symbolically those of the 1st generation “did not have the dispensation to murder back then” making the 2nd generation’s condemnation seem radical. However, the novel Eichmann in Jerusalem, a novel Hanna reads while in prison, states that the cruelest of people look “terrifyingly, terribly normal.” This makes us question who really has all the strength. Michael’s “exploring [of] the past” ultimately symbolizes the story of many 2nd generation children who discovered someone they loved did horrible things during the war.
Both Roy and Schlink use the theme of love as a downfall to the character’s power. Ammu and Velutha’s relationship is a breach of the “Love Laws” which decides “who you should love, how and how much.” Roy’s use of capitalization with “Love Laws” emphasizes how seriously they should be taken. The “Love Laws” continue to be a motif throughout the novel, which is a reminder of how the characters in the novel must live with them their entire life, almost continually oppressing those of the lowest caste with any power at all. Ammu and Velutha’s relationship at first blinds them to one another’s power due do their love. Ammu is of a higher class than Velutha, but once caught, Ammu loses all power and is left to ultimately die in an “old grimy room.” Likewise, Velutha is “beaten to a pulp” by “Touchable policemen.” Again, Roy’s use of capitalization emphasizes their power and rank of those of a higher caste, reminding readers of the “Love Laws” and how they weaken the initial strength these characters may have had.
Within The Reader however, love blinds Michael of all Hanna’s past actions. Hanna’s emphasis of “washing, reading, making love” does not make Michael question her dominance. This is further suggested through Michael’s unquestioning of Hanna’s violence towards him when he leaves her to go buy bread. At this point in the novel, Hanna is at her peak of power, but begins to lose it as Michael beings to detach himself from her. Furthermore, during the court scene reader witness Michael portraying his anger against her through his “silence, revulsion and shame.” The diction of revulsion represents his extreme disgust towards her. However, he also silently sympathizes with Hanna which is shown through his temptations of reviling Hanna’s illiteracy. Hanna’s illiteracy is her weakest trait as she would rather be “condemned to a tram nowhere” than have her illiteracy exposed. Being in love in itself is empowering, but it seems to blind Michael to the extent that he can no longer love any other woman after Hanna, including his first wife, weakening him as a character.
Finally, the relationship between weakness and strength can also be shown through the theme of betrayal. Within The God of Small Things this is seen when Velutha seeks Comrade Pillei’s help as they are communist comrades but he denies it. He also denies helping Chako who was seen to ironically disassociate himself from Ammu as she has slept with a man of a lower caste after he does as well. Furthermore, Estha’s comment “you can never expect the unexpected and always be prepared” foreshadows Velutha’s downfall. The caste system and the “Love Laws” unanimously have the power within society. Not only is loving someone of another caste level a betrayal but so is getting divorced. Mammachi ironically judges both Ammu and Rahel for marring “half Hindu hibrydes” as well as for getting divorced to them. The alliteration emphasizes that non-conforming individuals will be exposed, as many people in Ayemeneme, the setting of the novel, are Syrian Christians. The characters are weak at this point because of the betrayal.
On the other hand, in The Reader, betrayal does not give the betrayer anymore power. This is seen when Michael does not seem to have made peace once Hanna is “condemn[ed] to 18 years in prison.” It only continues to affect him. This includes him having to record stories and send sending them to her rather than talking to her directly. This is a parallel to the 1st generation and 2nd generation relationship, as the 2nd generation does not realize how many people are involved in the 3rd Reich due to the lack of recorded evidence. Whereas Michael’s subservience to Hanna is recorded until “The next day she was dead.” Schlink’s use of a short line to make this incredibly significant statement almost symbolizes Michael’s lack of peace when he finds out. Furthermore, Michael is much more affected by “having loved a criminal” rather than “having betrayed a criminal.” It is a microcosm for what an entire generation feels towards their parents. Even though Michael seems to have betrayed Hanna by not saving her from being put in jail, he – the betrayer – does not gain any more strength, as he feels guilty for loving her and it affects him for the rest of his life.
In conclusion, both authors demonstrate the weakness and strength amongst characters within both The Reader and The God of Small Things due to the shifting power dynamics. The themes of silence, love and betrayal show the changing of power dynamics best as they seems to cause characters to make harsh discoveries or make decisions that have such tough consequences.
Examiner's Notes
General Marking Notes:
“Context should be understood in the widest possible sense. It may include the social and/or historical setting of the work; it may include the context of a situation within the work and will certainly include contexts of production and reception of a work.
In addition to the notes below, responses should be structured with a logical sequence and development. Clear, varied and accurate language should be used, as well as appropriate register, style and terminology” (IB Marking Notes, May 2014)
Question Six Specific Marking Notes:
“An adequate to good answer will define weakness and strength in the works studied and discuss the relationship between them, using relevant examples.
A good to excellent answer may also show thorough convincing discussion a fuller awareness of the relationship between weakness and strength and its significance in the works studied” (IB Marking Notes, May 2014).
Examiner's Comments
Criterion A - Knowledge and understanding - 5 marks
The essay demonstrates an understanding of the works and knowledge of the contexts in which they were written. The student shows how context affects interpretations of the texts.
5 out of 5: Very thorough knowledge of the works and their contexts is shown.
Criterion B - Response to the question - 5 marks
A Paper 2 essay should focus on the question chosen. The implications of the exam question need to be explored in depth, and the student's response must be relevant to it.
5 out of 5: The question was answered clearly and effectively.
Criterion C - Understanding of the use and effects of stylistic features - 5 marks
In the Paper 2 exam, a connection needs to be made between the author's use of stylistic features and the effect of them on his or her audience. As Paper 2 questions invite students to explore how meaning is shaped by context, answers will have to explain why authors choose for a certain genre, narrative technique or structure.
5 out of 5: An excellent analysis of stylistic features such as diction, symbols and characterization
Criterion D - Organization and development - 5 marks
The essay must develop an answer to the question coherently and effectively. Topic sentences should guide the ideas of paragraphs. Illustrations should be integrated well and explanations should shed light on the subject matter.
5 out of 5: A very good and effective structure
Criterion E - Language - 5 marks
The language of the Paper 2 exam should be effective and accurate. The choice of vocabulary and use of grammar should be consistent and appropriate.
4 out of 5: Language is well chosen with some minor repetitive lapses
Teacher Talk
I was a tad surprised by how high this scored at first. I think the language perhaps influenced me. It was not a fluid and persuasive as I had hoped for a mark this high. But a 4 in language is definitely justified and I had to make sure to not penalize a student for the same mistake in two criteria.
I also wondered if there was enough context. Yet, looking back at what the student did do, there is enough understanding of 1st and 2nd generation German society after WWII for me to see why it was awarded a 4, for example.
I think of themes as statements not one word. Those are topics or ideas in my eyes. So, silence is an idea or topic, but a statement about silence is a theme. This is a personal pet peeve. I needed to make sure it did not unduly influence my own marking of this against the examiner’s marks as I do not think we have a worldwide consensus about this (a quick look, terrible I know, at York Notes or Sparknotes will show those texts/sites make a theme one word).
The lack of comparison did concern me, but I had to remember that the assessment criterion do not require it. And thus, this exemplar works well to demonstrate there are many ways and approaches to scoring excellent marks.