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">What is it? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44397/what-types-of-questions-will-be-asked.html" title="What types of questions will be asked?">What types of questions will be asked?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44398/how-am-i-graded.html" title="How am I graded?">How am I graded?</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44399/can-i-read-an-example-.html" title="Can I read an example? ">Can I read an example? </a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44400/paper-2-sample-response-1-never-let-me-go-and-extremely-loud-and.html" title="Paper 2: Sample Response 1 (Never Let Me Go and Extremely Loud and Incredibly Close)">Paper 2: Sample Response 1 (Never Let Me Go and Extremely Loud and Incredibly Close)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44401/paper-2-sample-response-2-the-reader-and-the-god-of-small-things.html" title="Paper 2: Sample Response 2 (The Reader and The God of Small Things) ">Paper 2: Sample Response 2 (The Reader and The God of Small Things) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44402/paper-2-sample-response-3-a-dolls-house-and-the-crucible-.html" title="Paper 2: Sample Response 3 (A Doll’s House and The Crucible) ">Paper 2: Sample Response 3 (A Doll’s House and The Crucible) </a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44403/do-you-have-a-step-by-step-process-for-what-to-do-in-the-actual-.html" title="Do you have a step-by-step process for what to do in the actual exam? ">Do you have a step-by-step process for what to do in the actual exam? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44404/how-do-i-prepare-for-my-paper-2-exam-.html" title="How do I prepare for my Paper 2 exam? ">How do I prepare for my Paper 2 exam? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44405/how-do-i-organize-my-paper-2-.html" title="How do I organize my Paper 2? 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">What is it? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40158/what-is-a-line-of-inquiry.html" title="What is a line of inquiry?">What is a line of inquiry?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40160/how-am-i-graded.html" title="How am I graded?">How am I graded?</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40162/can-i-read-an-example-.html" title="Can I read an example? ">Can I read an example? </a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40152/model-example-1-szymborska-poetry-.html" title="Model example 1 (Szymborska Poetry) ">Model example 1 (Szymborska Poetry) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40154/model-example-2-george-monbiot.html" title="Model example 2 (George Monbiot)">Model example 2 (George Monbiot)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40153/model-example-3-white-noise-.html" title="Model example 3 (White Noise) ">Model example 3 (White Noise) </a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40240/can-you-help-me-with-the-entire-process.html" title="Can you help me with the entire process?">Can you help me with the entire process?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40242/do-you-have-a-checklist-to-help-me-out.html" title="Do you have a checklist to help me out?">Do you have a checklist to help me out?</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../46964/learner-portfolio-.html" title="Learner Portfolio ">Learner Portfolio </a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../46965/more-about-the-learner-portfolio.html" title="More about the Learner Portfolio">More about the Learner Portfolio</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28558/the-course-.html" title="The course ">The course </a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i 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Portfolio">Formatting the Learner Portfolio</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28560/principles-of-course-design.html" title="Principles of course design">Principles of course design</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../29983/bodies-of-work.html" title="Bodies of work">Bodies of work</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../37316/bodies-of-work-a-curated-list.html" title="Bodies of Work - A Curated List">Bodies of Work - A Curated List</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28566/areas-of-exploration-.html" title="Areas of exploration ">Areas of exploration </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 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title="Teaching resources">Teaching resources</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28567/concepts-.html" title="Concepts ">Concepts </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28571/identity.html" title="Identity">Identity</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../29029/teaching-resources.html" title="Teaching resources">Teaching resources</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28572/culture.html" title="Culture">Culture</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28573/creativity.html" title="Creativity">Creativity</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28574/communication.html" title="Communication">Communication</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Teaching resources">Teaching resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31252/metoo-gender-and-power-.html" title="#MeToo - Gender and Power ">#MeToo - Gender and Power </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31255/fake-news-.html" title="Fake News ">Fake News </a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28575/perspective.html" title="Perspective">Perspective</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Teaching resources">Teaching resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31253/metoo-gender-and-power-.html" title="#MeToo - Gender and Power ">#MeToo - Gender and Power </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31734/exploring-the-natural-world-an-opinion-columnists-body-of-work-.html" title="Exploring the Natural World – An Opinion Columnist’s Body of Work ">Exploring the Natural World – An Opinion Columnist’s Body of Work </a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28576/transformation.html" title="Transformation">Transformation</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander 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style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30239/tips-.html" title="Tips ">Tips </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30222/criteria-.html" title="Criteria ">Criteria </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30240/skills-.html" title="Skills ">Skills </a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../30243/8-writing-tips-.html" title="8 writing tips ">8 writing tips </a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="P1 sample work">P1 sample work</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523953.html" title="May 2022 Paper 1s">May 2022 Paper 1s</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523976.html" title="November 2021 Paper 1s">November 2021 Paper 1s</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Pre-2021 Paper 1s">Pre-2021 Paper 1s</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../37572/paper-1-sample-response-8-mens-health-iii.html" title="Paper 1: Sample Response 8 (Men's Health iii)">Paper 1: Sample Response 8 (Men's Health iii)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../37338/paper-1-sample-response-9-justin-gatlin.html" title="Paper 1: Sample Response 9 (Justin Gatlin)">Paper 1: Sample Response 9 (Justin Gatlin)</a></li><li class="" style="padding-left: 56px"><i 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56px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523983.html" title="Paper 1: Sample Response 14 (Aspen Trees)">Paper 1: Sample Response 14 (Aspen Trees)</a></li></ul></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30237/paper-1-practice-texts-to-go-.html" title="Paper 1: Practice Texts to Go ">Paper 1: Practice Texts to Go </a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28592/paper-2.html" title="Paper 2">Paper 2</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30255/tips-.html" title="Tips ">Tips </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30270/criteria-.html" title="Criteria ">Criteria </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30256/skills-.html" title="Skills ">Skills </a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31697/revising-literary-works-for-paper-2.html" title="Revising Literary Works for Paper 2">Revising Literary Works for Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../30792/connecting-comparing-and-contrasting-in-paper-2.html" title="Connecting, Comparing and Contrasting in Paper 2">Connecting, Comparing and Contrasting in Paper 2</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../46727/resources-for-students.html" title="Resources for Students">Resources for Students</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46723/preparing-for-paper-2.html" title="Preparing for Paper 2">Preparing for Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46724/organizing-and-structuring-paper-2.html" title="Organizing and Structuring Paper 2">Organizing and Structuring Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46722/step-by-step-paper-2-process.html" title="Step-by-Step Paper 2 Process">Step-by-Step Paper 2 Process</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28602/p2-sample-work.html" title="P2 sample work">P2 sample work</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28593/higher-level-essay.html" title="Higher level essay">Higher level essay</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30557/tips.html" title="Tips">Tips</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30273/criteria-.html" title="Criteria ">Criteria </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30272/skills-.html" title="Skills ">Skills </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28606/hle-sample-work.html" title="HLE sample work">HLE sample work</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28594/individual-oral.html" title="Individual oral">Individual oral</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../36433/resources.html" title="Resources">Resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../34550/introducing-the-individual-oral-to-students-a-powerpoint.html" title="Introducing the Individual Oral to Students (a PowerPoint)">Introducing the Individual Oral to Students (a PowerPoint)</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../36435/stages-of-support.html" title="Stages of Support">Stages of Support</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../32623/possible-outlines.html" title="Possible Outlines">Possible Outlines</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../36434/how-to-prepare-for-your-individual-oral.html" title="How to Prepare for Your Individual Oral">How to Prepare for Your Individual Oral</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30559/global-issues.html" title="Global issues">Global issues</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30558/criteria-.html" title="Criteria ">Criteria </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30271/skills-.html" title="Skills ">Skills </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28610/io-sample-work.html" title="IO sample work">IO sample work</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="2021 Individual Orals">2021 Individual Orals</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40184/2021-individual-oral-exemplar-1-brave-new-world-and-sara-rahbar.html" title="2021 Individual Oral: Exemplar 1 (Brave New World and Sara Rahbar)">2021 Individual Oral: Exemplar 1 (Brave New World and Sara Rahbar)</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Pre-2021 Individual Orals">Pre-2021 Individual Orals</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../36777/individual-oral-exemplar-4-macbeth-and-ww1-propaganda-poster.html" title="Individual Oral: Exemplar 4 (Macbeth and WW1 Propaganda Poster)">Individual Oral: Exemplar 4 (Macbeth and WW1 Propaganda Poster)</a></li></ul></ul></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28556/resources-.html" title="Resources ">Resources </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../30276/glossary-of-key-terms-for-language-and-literature.html" title="Glossary of Key Terms for Language and Literature">Glossary of Key Terms for Language and Literature</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30277/-accent.html" title="- Accent">- Accent</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30278/-actual-reader.html" title="- Actual reader">- Actual reader</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30279/-actual-writer-.html" title="- Actual writer ">- Actual writer </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30353/-adjective-.html" title="- Adjective ">- Adjective </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30448/-adverb.html" title="- Adverb">- Adverb</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30449/-alliteration.html" title="- Alliteration">- Alliteration</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30451/-allusion.html" title="- Allusion">- Allusion</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30452/-analogy.html" title="- Analogy">- Analogy</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30454/-anti-advertising-.html" title="- Anti-advertising ">- Anti-advertising </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30455/-antithesis-.html" title="- Antithesis ">- Antithesis </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30457/-appeal-to-authority-.html" title="- Appeal to authority ">- Appeal to authority </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30459/-appeal-to-fear.html" title="- Appeal to fear">- Appeal to fear</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30460/-audience.html" title="- Audience">- Audience</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30462/-bandwagon-effect.html" title="- Bandwagon effect">- Bandwagon effect</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30463/-bias-.html" title="- Bias ">- Bias </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30464/-cacophony-.html" title="- Cacophony ">- Cacophony </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30466/-caesura-.html" title="- Caesura ">- Caesura </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30467/-characterisation-.html" title="- Characterisation ">- Characterisation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30469/-clause-.html" title="- Clause ">- Clause </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30470/-cliche-cliche-.html" title="- Cliché (cliche) ">- Cliché (cliche) </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30471/-coherence.html" title="- Coherence">- Coherence</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30472/-colloquialism.html" title="- Colloquialism">- Colloquialism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30473/-complex-sentence-.html" title="- Complex sentence ">- Complex sentence </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30475/-conflict-in-advertising-.html" title="- Conflict in advertising ">- Conflict in advertising </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30483/-conjunctions-.html" title="- Conjunctions ">- Conjunctions </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30484/-connotation-.html" title="- Connotation ">- Connotation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30476/-context-of-production-.html" title="- Context of production ">- Context of production </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30477/-context-of-reception-.html" title="- Context of reception ">- Context of reception </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30478/-core-vocabulary-.html" title="- Core vocabulary ">- Core vocabulary </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30479/-couplet-.html" title="- Couplet ">- Couplet </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30485/-crowdsourcing-.html" title="- Crowdsourcing ">- Crowdsourcing </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30481/-deictic-.html" title="- Deictic ">- Deictic </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30486/-denotation-.html" title="- Denotation ">- Denotation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30487/-denouement-.html" title="- Denouement ">- Denouement </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30488/-dialect-.html" title="- Dialect ">- Dialect </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30489/-diatribe-.html" title="- Diatribe ">- Diatribe </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30490/-direct-narration-.html" title="- Direct narration ">- Direct narration </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30492/-direct-speech-.html" title="- Direct speech ">- Direct speech </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30493/-dramatic-irony.html" title="- Dramatic Irony">- Dramatic Irony</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30515/-ellipsis.html" title="- Ellipsis">- Ellipsis</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30516/-end-stopped-line-.html" title="- End-stopped line ">- End-stopped line </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30517/-enjambement-.html" title="- Enjambement ">- Enjambement </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30518/-eponymous-.html" title="- Eponymous ">- Eponymous </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30519/-equivocation-.html" title="- Equivocation ">- Equivocation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30520/-ethos-.html" title="- Ethos ">- Ethos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30521/-euphemism.html" title="- Euphemism">- Euphemism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30522/-first-person-point-of-view-.html" title="- First-person point-of-view ">- First-person point-of-view </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30523/-formalism.html" title="- Formalism">- Formalism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30524/-free-indirect-speech-.html" title="- Free indirect speech ">- Free indirect speech </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30527/-free-verse-.html" title="- Free verse ">- Free verse </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30525/-function-.html" title="- Function ">- Function </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30528/-gatekeeper-.html" title="- Gatekeeper ">- Gatekeeper </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30530/-generalizations-.html" title="- Generalizations ">- Generalizations </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30531/-genre-.html" title="- Genre ">- Genre </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30532/-graphology-.html" title="- Graphology ">- Graphology </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30533/-haiku-.html" title="- Haiku ">- Haiku </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30534/-hyperbole-.html" title="- Hyperbole ">- Hyperbole </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30535/-idiolect-.html" title="- Idiolect ">- Idiolect </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30536/-imagery-.html" title="- Imagery ">- Imagery </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30537/-indirect-narration-.html" title="- Indirect narration ">- Indirect narration </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30538/-intertextuality-.html" title="- Intertextuality ">- Intertextuality </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30539/-irony-.html" title="- Irony ">- Irony </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30540/-jargon-.html" title="- Jargon ">- Jargon </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30541/-juxtaposition-.html" title="- Juxtaposition ">- Juxtaposition </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30542/-language-.html" title="- Language ">- Language </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30543/-logos-.html" title="- Logos ">- Logos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30544/-long-tail-marketing-.html" title="- Long tail marketing ">- Long tail marketing </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30545/-mash-up-.html" title="- Mash up ">- Mash up </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30546/-metaphor-.html" title="- Metaphor ">- Metaphor </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30548/-metonymy-.html" title="- Metonymy ">- Metonymy </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30549/-modality-.html" title="- Modality ">- Modality </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30550/-multivocal-.html" title="- Multivocal ">- Multivocal </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30551/-newsworthiness-.html" title="- Newsworthiness ">- Newsworthiness </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30552/-nominalisation-.html" title="- Nominalisation ">- Nominalisation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30553/-notifications-.html" title="- Notifications ">- Notifications </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30554/-noun-phrase-.html" title="- Noun Phrase ">- Noun Phrase </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30555/-onomatopoeia.html" title="- Onomatopoeia">- Onomatopoeia</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30560/-paralanguage-.html" title="- Paralanguage ">- Paralanguage </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30561/-pathos-.html" title="- Pathos ">- Pathos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30562/-pay-per-click-.html" title="- Pay-per-click ">- Pay-per-click </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30563/-personalization-.html" title="- Personalization ">- Personalization </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30564/-personification-.html" title="- Personification ">- Personification </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30565/-phonlogical-.html" title="- Phonlogical ">- Phonlogical </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30566/-phrase.html" title="- Phrase">- Phrase</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30567/-problem-solution-technique-.html" title="- Problem / solution technique ">- Problem / solution technique </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30574/-pun.html" title="- Pun">- Pun</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30579/-reported-speech.html" title="- Reported speech">- Reported speech</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30583/-sensationalism-.html" title="- Sensationalism ">- Sensationalism </a></li><li class="" 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style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../20192/wt1-sl-language-and-identity.html" title="WT1 SL (Language and Identity)">WT1 SL (Language and Identity)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../20124/wt1-sl-reviving-gaelic.html" title="WT1 SL (Reviving Gaelic)">WT1 SL (Reviving Gaelic)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../2892/wt1-sl-s1-2pac.html" title="WT1 SL S1 (2pac)">WT1 SL S1 (2pac)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../9300/wt1-sl-s2-internet.html" title="WT1 SL S2 (Internet)">WT1 SL S2 (Internet)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../10221/wt1-sl-s3-ck.html" title="WT1 SL S3 (CK)">WT1 SL S3 (CK)</a></li><li class="" style="padding-left: 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href="../13598/thesis-statements.html" title="Thesis statements">Thesis statements</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../16195/written-tasks-a-students-guide-to-getting-it-right.html" title="Written Tasks: A Student's Guide to Getting it Right">Written Tasks: A Student's Guide to Getting it Right</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../15622/written-tasks-from-first-to-final-draft-the-magic-toyshop.html" title="Written Tasks: From First to Final Draft (The Magic Toyshop)">Written Tasks: From First to Final Draft (The Magic Toyshop)</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../10161/wt2-questions-samples.html" title="WT2 Questions & samples">WT2 Questions & samples</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../23595/wt2-q1-master-harold-and-the-boys.html" title="WT2 Q1 ("Master Harold" and the Boys)">WT2 Q1 ("Master Harold" and the Boys)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../11104/wt2-q1-pieta.html" title="WT2 Q1 (Pieta)">WT2 Q1 (Pieta)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../19281/wt2-q2-a-streetcar-named-desire.html" title="WT2 Q2 (A Streetcar Named Desire)">WT2 Q2 (A Streetcar Named Desire)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../11049/wt2-q2-pygmalion.html" title="WT2 Q2 (Pygmalion)">WT2 Q2 (Pygmalion)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../16956/wt2-q3-a-streetcar-named-desire.html" title="WT2 Q3 (A Streetcar Named Desire)">WT2 Q3 (A Streetcar Named 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class="expander fa fa-caret-right "></i><a class="" href="../17732/wt2-q6-little-red-cap-1.html" title="WT2 Q6 (Little Red Cap - 1)">WT2 Q6 (Little Red Cap - 1)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../22299/wt2-q6-little-red-cap-2.html" title="WT2 Q6 (Little Red Cap - 2)">WT2 Q6 (Little Red Cap - 2)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../11076/wt2-q6-pretty-woman.html" title="WT2 Q6 (Pretty Woman)">WT2 Q6 (Pretty Woman)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../15602/wt2-q6-the-magic-toyshop.html" title="WT2 Q6 (The Magic Toyshop)">WT2 Q6 (The Magic Toyshop)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../9167/wt2-q6-vote-different.html" title="WT2 Q6 (Vote Different)">WT2 Q6 (Vote 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href="../11211/skills.html" title="Skills">Skills</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../10956/guiding-questions.html" title="Guiding questions">Guiding questions</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../16812/the-ioc-a-students-guide-to-preparing-and-presenting.html" title="The IOC: A Student's Guide to Preparing and Presenting">The IOC: A Student's Guide to Preparing and Presenting</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../3121/ioc-sample-work.html" title="IOC Sample work">IOC Sample work</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../21291/individual-oral-commentary-hl-death-of-a-naturalist.html" title="Individual Oral Commentary (HL) Death of a 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<div id="main-column" class="span9"> <article id="p2-hl-s1-disgrace" style="margin-top: 16px;">
<h1 class="section-title">P2 HL S1 (Disgrace)</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../englishalanglit.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">The old course </span><span class="divider">/</span></li><li><span class="gray">Assessment (2020 exams)</span><span class="divider">/</span></li><li><span class="gray">Paper 2</span><span class="divider">/</span></li><li><span class="gray">P2 Sample work</span><span class="divider">/</span></li><li><span class="active">P2 HL S1 (Disgrace)</span></li></ul>
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<p><img alt="" class="right" height="169" src="../../../ib/englishalanglit/images/large_disgrace.jpg" width="250"></p>
<p>The following essays were written on the following exam question:</p>
<blockquote>
<p><strong>“How do the conflicts between characters in two or three of your Part 3 literary works reflect the kinds of conflicts from the time and place in which the texts were written?”</strong></p>
</blockquote>
<p>The two samples that are presented here explore the question with relation to two literary texts: <em>Pygmalion</em> by George Bernard Shaw and <em>Disgrace</em> by J.M. Coetzee. As you can see, the second sample is an improvement on the first. Besides assessing both works with the criteria, you may want to compare and contrast these two samples by answering the following questions:</p>
<ol>
<li>How does the second sample differ from the first?</li>
<li>What kinds of essay writing tips can you take away from the second example?</li>
</ol>
<h2>Sample essays</h2>
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<p><b><a href="/media/ib/englishalanglit/files/P2HLS1.1 (Disgrace,Pygmalion).pdf" target="_blank"><img class="ico" src="../../../thinkib/icons/exam.png" style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; border-top-width: 0px; border-right-width: 0px; border-bottom-width: 0px; border-left-width: 0px; border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(153, 153, 153); border-right-color: rgb(153, 153, 153); border-bottom-color: rgb(153, 153, 153); border-left-color: rgb(153, 153, 153); border-style: initial; border-color: initial; display: inline; vertical-align: bottom; "> Paper 2 HL Sample 1.1 (Disgrace, Pygmalion)</a></b></p>
<div class="tib-hiddenbox">The books <em>Disgrace</em> by J.M. Coetzee in South Africa in 1999 and <em>Pygmalion</em> G.B. Shaw in Britain in 1914, could not be any different, both located on different sides of the world and happened with nearly a century in-between. Still the main themes of the books are very closely related, gender levels and social levels. The blacks of <em>Disgrace</em> have comparable rights to the lower classes of Britain in <em>Pygmalion</em>. Not only classes have different rights, but also gender and parental issues have an influence on the books.
<p>The relationship between David Lurie and Lucy Lurie is very different than a standard father-daughter relationship. Lucy earns a living from selling flowers and vegetables on a market and housing dogs on her farm, and David is a professor on the university of Cape Town. The two could not be more different, except Disgrace combines them. David has been fired from his profession as professor for having a relationship with one of his students, and Lucy has been raped by three black men and got pregnant from this event. Although the three men are strangers, Lucy calls the rape “personal” and says they have “marked” her. After this event there is a clear division between “men vs. women” and David belongs to the side of these three men. David's affair could also be seen as rape, David’s position of power is an advantage over the student, Melanie. When David has been prosecuted, the boyfriend of Melanie tells David; “to stick his own kind.”</p>
<p>The gender difference is also very clear in <em>Pygmalion</em>, Mr. Higgins uses the woman Liza Doolittle to win a bet. When Liza finds out about this bet, she runs off and hides at Mrs. Higgins place. Higgins mother does not tell her son that Liza is hiding in her house. She chooses the girl over her son. Liza's father also wants to sell his own daughter to Higgins for “five pounds”, A regular father would protect their offspring while he tries to sell it for a couple of whiskeys. The class differences in Britain are not only by income, but also on the accent of the language they speak. Higgins can define where a person is from just by the accent they speak. Higgins teachings can disrupt this system by having Liza Doolittle speak with an upper class accent while she is lower class.</p>
<p>These two books both have family relationship issues, in <em>Disgrace</em> Lucy and David and in <em>Pygmalion</em> is Mr. Higgins and Mrs. Higgins and Mr. Doolittle and Liza Doolittle. These women believe that the men do not understand what they are feeling. David only wants justice and wants the rapist to be prosecuted. Mr. Higgins only wants to win the bet and does not see what effect it had on the emotions of Liza. Mr. Doolittle has always been lower class, just as Petrus working on the farm. Both fight their way up, Mr. Doolittle get a huge inherence and Petrus threatens Lucy with the rape, and for protection Lucy signed the land over to Petrus. The lower class in Britain is comparable to the blacks of South Africa, their rights are suppose to be equal as everybody else, but still the rich and white are the ones ruling the country.</p>
<p>Even thought the books could not have any relation to each other, because they are from whole different society systems and different times. <em>Pygmalion</em>’s social issues are comparable to the post-apartheid of South African <em>Disgrace</em>. Gender and parental problems occur in the books. Although parents always want the best for their children, Mr. Doolittle is not concerned by what happens to his offspring. David could not stop the rape of his daughter. That is also the main reason why she keeps him as far as possible from the truth of the real story. Mrs. Higgins understands the feelings of Liza and chooses her side rather than her son's.</p>
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<p><b><a href="/media/ib/englishalanglit/files/P2HLS1.2 (Disgrace,Pygmalion).pdf" target="P2HLS1.2 (Disgrace, Pygmalion)"><img class="ico" src="../../../thinkib/icons/exam.png" style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; border-top-width: 0px; border-right-width: 0px; border-bottom-width: 0px; border-left-width: 0px; border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(153, 153, 153); border-right-color: rgb(153, 153, 153); border-bottom-color: rgb(153, 153, 153); border-left-color: rgb(153, 153, 153); border-style: initial; border-color: initial; display: inline; vertical-align: bottom; "> Paper 2 HL Sample 1.2 (Disgrace, Pygmalion)</a></b></p>
<div class="tib-hiddenbox">At first sight, <em>Pygmalion</em>, written and performed in London in 1914, and <em>Disgrace</em>, written in South Africa in 1999, seem to come from such different times and places that they could hardly have anything in common. On the contrary, the conflicts between the characters in these works reflect similar conflicts from the times and places in which they were written. Both works explore such themes as male chauvinism and parental responsibilities, both of which are issues of their respective time and place.
<p>Both works question the position of women and men in their times. Both in <em>Disgrace</em> and <em>Pygmalion</em> the protagonists, David Lurie and Henry Higgins, are obvious male chauvinists. Henry Higgins asks his friend Colonel Pickering, “Why can’t women be more like men?” He is a proud bachelor who fails to understand women’s feelings. Liza Doolittle wins his bet for him, by proving that she can learn to speak like a Duchess and fool others into believing that she is not a common flower girl. Nevertheless, Higgins' treatment of her is disrespectful. Although he gives her chocolates, taxi rides and high tea with the social elite, he fails to recognize her achievements and takes all of the credit for her hard work. This play was first performed in a time when the women’s suffrage movement was taking hold in England. The play stresses the importance of women in society, as Liza becomes an emancipated and powerful woman. At the same time, Shaw shows the limitations of women’s status, as Liza’s marriage to Freddy is presented as her only way to maintain her position among the social elite.</p>
<p><em>Disgrace </em>explores the limitations of women in South Africa in a different way, by focusing on sex. David Lurie abuses his position at the university when he forces himself upon a student, Melanie. He says she has a duty to spread her beauty among men. He justifies his promiscuity through constant reference to Romanticism and Lord Byron’s affair with Teresa, the 14-year daughter of an Italian duke. Once his own daughter, Lucy, is raped Lurie begins to think differently about sex and power. In this violent and sudden turn of events, it becomes obvious that the blacks make claims on her land and farm by “marking” her, as she describes it. Lurie is frustrated because he cannot do anything about it. Lucy signs her land over to Petrus, the former servant, and marries him, in order to protect herself from the black community. The novel was published at a time (1999) after apartheid, when white men came to realize that they were no longer in power. Rape had become a means to manipulate farmers off of their land. Lurie eventually apologizes for taking advantage of Melanie, his colored student, as he realizes that he had behaved as cruelly as the black boys who raped his daughter.</p>
<p>Both <em>Disgrace</em> and <em>Pygmalion</em> explore how family relationships reflect the social problems of their times. In <em>Pygmalion</em> we see two distinctly different relationships between parents and children. Liza and her father, Alex Doolittle, have a relationship where the father is shamelessly dependent on his daughter. He asks her for money to support his drinking habit, and he tries to ‘sell’ his daughter to Higgins for five pounds. Shaw shows how parents in the working class depend on their children for care and support. In contrast to Liza and Alex stands Henry Higgins’ pathetic dependence on his mother. Their relationship shows how the elite are dependent on their parents for access to social circles and wealth. Higgins always runs to his mother for help and advice, even though he disagrees with her. Shaw shows us the elite’s incompetency and dependence on old money in order to maintain power in England and the stark differences between classes in 1914.</p>
<p>The family relationships in <em>Disgrace</em> also represent struggle of the times in which the novel was written. David Lurie, his ex-wife and his daughter are individualists. Lucy lives a completely different life than her father’s, independent of his help with a different set of ideals and friends. She is a lesbian on a rural farm, whereas David is an intellectual from the city. David constantly tries to understand Lucy’s rape. He wants to console and protect her, but she does not allow him. She will not allow him to press charges or discuss the matter with her. Dissimilarly, Petrus’ family is extensive and tightly knit. Petrus looks after Pollux, his nephew, and ensures that he is not punished for raping Lucy. He throws a large party to celebrate that the land has passed into his hands, inviting much family. He marries more than one wife and has many children. In summary, the blacks of South Africa are depicted as powerful, because they are united by strong family ties. While the whites are seen as weak and divided because of the individualistic ambitions and private lives. This conflict in South Africa between whites and blacks in the late 1990s is depicted carefully through the families in this novel.</p>
To conclude, these literary works, <em>Pygmalion</em> and <em>Disgrace</em>, are products of their times. <em>Pygmalion</em> comments on the oppression of women and the working class in London at the beginning of the 20<sup>th</sup> century. <em>Disgrace</em> comments on the shift of power after apartheid in South. Both works explore the social conflicts of their times by depicting characters that embody the issues of oppression. Both Higgins and Lurie are white, chauvinist, intellectual men who struggle to understand the rise of another class and race. Their struggles reflect the context in which these works were written.</div>
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<h2>Examiner's comments</h2>
<p>Before you read the examiner's comments, assess the samples according to the <a href="../../paper-2/criteria.htm">assessment criteria for Paper 2</a>. Compare your marks and comments to the examiner's. How were they different? How were they similar?</p>
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<p><strong>Criterion A - Knowledge and understanding - 5 marks</strong></p>
<p>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.</p>
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<p><em>Sample 1.1</em></p>
<div class="tib-hiddenbox"><strong>2 out of 5 </strong>- The student has a good understanding of the Part 3 works. He uses a range of examples from the text to prove his points. Nevertheless, there are many hasty generalizations and some inaccurate points.</div>
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<p><em>Sample 1.2</em></p>
<div class="tib-hiddenbox"><strong>4 out of 5 -</strong> This essay analyzes Disgrace and Pygmalion in the contexts in which they were written. There is an understanding of the intricate relationships among the characters of the works. The essay is informative for someone who hasn’t read the works and at the same time important interpretations of the works are made. </div>
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<p><strong>Criterion B - Response to the question - 5 marks</strong></p>
<p>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.</p>
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<p><em>Sample 1.1</em></p>
<div class="tib-hiddenbox"><strong>3 out of 5 -</strong> While the student explores several aspects of the question, at times he loses sight of the main question.</div>
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<p><em>Sample 1.2</em></p>
<div class="tib-hiddenbox"><strong>5 out of 5 -</strong> The essay constantly refers back to the main question, exploring the relationship between context and conflict. Clear references are made to women’s rights in London in 1914, rape in post-apartheid South Africa and the different family structures in both of these cultures. </div>
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<p><strong>Criterion C - Understanding of the use and effects of stylistic features - 5 marks</strong></p>
<p>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.</p>
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<p><em>Sample 1.1</em></p>
<div class="tib-hiddenbox"><strong>1 out of 5 - </strong>There is little discussion on the effects of the works on their reader. The student needs to use more examples that demonstrate an understanding of the authors’ styles.</div>
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<p><em>Sample 1.2</em></p>
<div class="tib-hiddenbox"><strong>1 out of 5 -</strong> This essay hardly comments on the use of stylistic devices. The candidate comments on characterization only briefly in the final paragraph. What’s missing is an answer to the question: ‘<em>how </em>do the authors achieve certain effects on their audiences?’</div>
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<p><strong>Criterion D - Organization and development - 5 marks</strong></p>
<p>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.</p>
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<p><em>Sample 1.1 </em></p>
<div class="tib-hiddenbox"><strong>3 out of 5 -</strong> The student uses topic sentences, supporting examples and good explanation. There is a definite structure to this text. Nevertheless, ideas are not always developed. </div>
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<p><em>Sample 1.2</em></p>
<div class="tib-hiddenbox"><strong>5 out of 5 -</strong> This essay is very coherent and well structured. There are clear topic sentences, which guide the ideas of each paragraph. Both works are discussed equally and main points are developed through arguments. </div>
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<p><strong>Criterion E - Language - 5 marks</strong></p>
<p>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.</p>
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<p><em>Sample 1.1</em></p>
<div class="tib-hiddenbox"><strong>2 out of 5 - </strong>The student’s use of the English language is not very accurate. In places it is not clear what he means. </div>
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<p><em>Sample 1.2</em></p>
<div class="tib-hiddenbox"><strong>5 out of 5 -</strong> The essay is appropriate and accurate. Complex sentence structures are used with much success.</div>
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