Cambridge IGCSE English - Literature 0486 — 2011 May/June Paper 1 · Variant 2

This document consists of 8 printed pages. DC (AC) 30932/3 © UCLES 2011 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 6 7 2 1 3 1 8 2 4 5 * LITERATURE (ENGLISH) 0486/12 Paper 1 May/June 2011 2 hours 15 minutes Additional Materials: Answer Booklet/Paper Texts studied should be taken into the examination. READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer three questions: one question from Section A, one question from Section B and one question from Section C. Answer at least one passage-based question (marked *) and at least one essay question (marked †). At the end of the examination, fasten all your work securely together. All questions in this paper carry equal marks. www.XtremePapers.com

2 0486/12/M/J/11 © UCLES 2011 SECTION A: DRAMA Answer one question from this section. ARTHUR MILLER: Death of a Salesman EITHER *1 Re-read in Act 2 from ‘BERNARD: Oh, the hell with the advice, Willy.’ (p.72 Penguin) to ‘WILLY : Well, don’t – don’t talk to me that way! What does that mean, “What happened?” ’ (p.74) In what ways do you think Miller makes this such a dramatic and revealing moment in the play? OR †2 ‘Attention must be paid to him’, says Linda of Willy. How far does Miller make you agree with her? Support your ideas with details from the play. OR 3 You are Happy, on the evening you abandoned Willy at the restaurant. You and Biff have just left the girls to return home. Write your thoughts. CHARLOTTE KEATLEY: My Mother Said I Never Should… EITHER *4 Re-read in Act 1, Scene 7 at the beginning from: ‘Cheadle Hulme, Manchester, 1951. A hot August day’ as far as DORIS: ‘…And what makes you so sure you can keep Mother Nature at bay?’ Explore the ways in which Keatley vividly reveals the tensions between mother and daughter at this moment in the play. OR †5 Which one of the four women in the play does Keatley make you feel most sympathy for? Support your answer with details from Keatley’s writing. OR 6 You are Doris. You have just learned that your granddaughter, Jackie, is expecting a child. Write your thoughts.

3 0486/12/M/J/11 © UCLES 2011 [Turn over WILLIAM SHAKESPEARE: Much Ado About Nothing EITHER *7 Re-read in Act 5 Scene 1 from ‘LEONATO: Which is the villain? Let me see his eyes…’ to the end of the scene, ‘LEONATO: … We’ll talk with Margaret / How her acquaintance grew with this lewd fellow.’ How does Shakespeare make this such a satisfying moment in the play? OR †8 Well-intentioned and honourable. Scheming and untrustworthy. Which is closer to your view of Don Pedro? Support your answer with details from Shakespeare’s writing. OR 9 You are Hero. You have just woken on the morning of your marriage to Claudio (in Act 3, not Act 5). Write your thoughts. WILLIAM SHAKESPEARE: Richard III EITHER *10 Re-read the end of Act 2 Scene 4 from ‘YORK: Grandam, one night as we did sit at supper’ to ‘ARCHBISHOP: … Go, I’ll conduct you to the sanctuary.’ How do you think Shakespeare makes this scene such a powerfully dramatic ending to Act 2? OR †11 How do you think Shakespeare makes Richard such a lively and humorous character? Support your argument with details from the play. OR 12 You are Lord Hastings as you are being hurried to execution. Write your thoughts.

4 0486/12/M/J/11 © UCLES 2011 R.C. SHERRIFF: Journey’s End EITHER *13 Re-read the opening of Act 2 Scene 1 from ‘Early next morning. A pale shaft of sunlight shines down the steps…’ up to ‘Mason arrives with Trotter’s bacon.’ This passage is quite different in tone and atmosphere from the ending of Act 1. Explore how Sherriff makes this change so dramatically effective. OR †14 How do you think Sherriff makes Osborne such a dramatically moving character? Support your views with details from the writing. OR 15 You are Stanhope at the beginning of Act 3. You are alone in the dugout, waiting for the Colonel. Write your thoughts.

5 0486/12/M/J/11 © UCLES 2011 [Turn over SECTION B: POETRY ALFRED, LORD TENNYSON: Poems EITHER *16 Re-read the first three stanzas of Mariana. Explore how Tennyson strikingly conveys a gloomy, depressing atmosphere in these lines. OR †17 Explore how Tennyson conveys his thoughts and feelings in the extract from Maud, Part 2 (from ‘Dead, long dead’ to ‘Is enough to drive one mad’). OR †18 In what ways does Tennyson convey his different feelings as he looks back on his friendship with Hallam in Extract XXIV (‘And was the day of my delight…’) of In Memoriam? SONGS OF OURSELVES: from Part 3 EITHER *19 Re-read Full Moon and Little Frieda (by Ted Hughes). Explore how Hughes conveys the delight of this moment. OR †20 Which parts of Lament (by Gillian Clarke) and Report to Wordsworth (by Boey Kim Cheng) are particularly vivid for you in their portrayal of the way Nature is being damaged? Show how the poets’ words create such a powerful effect. OR †21 Explore how the words of one poem in this section vividly portray a single moment in time.

6 0486/12/M/J/11 © UCLES 2011 SECTION C: PROSE EMILY BRONTË: Wuthering Heights EITHER *22 Re-read in Volume 1 Chapter 6 from “ ‘Don’t you cant, Nelly,’ he said.” to “ ‘He carried her in; I followed, grumbling execrations and vengeance.’ ” How does Brontë vividly convey the differences between life at Thrushcross Grange and life at Wuthering Heights at this moment in the novel? OR †23 A wilful child who never grows up. A passionate romantic lover. Which of these descriptions of Catherine Earnshaw / Linton is closer to your own view of her? Support your views with details from Brontë’s writing. OR 24 You are Nellie Dean. Heathcliff has imprisoned you at Wuthering Heights and Catherine has been taken away from you. Write your thoughts. ANITA DESAI: Games at Twilight and Other Stories EITHER *25 Re-read the end of Surface Textures from ‘The neighbours lost sight of Harish.’ to ‘… Harish, in turn, watched over their offerings and worshipped.’ What does Desai make you feel at this moment in the story about the change that has overtaken Harish? Support your ideas with details from the writing. OR †26 In either Scholar and Gypsy or A Devoted Son explore the ways in which Desai vividly portrays how self-centred and selfish people can be. Support your ideas with details from the writing. OR 27 You are Mr Bose at the beginning of Private Tuition by Mr Bose. You are awaiting the arrival of Pritam for his tutorial. Write your thoughts.

7 0486/12/M/J/11 © UCLES 2011 [Turn over BESSIE HEAD: When Rain Clouds Gather EITHER *28 Re-read in Chapter 4 from ‘ “I wish to be relieved of the administration of Golema Mmidi,” said Matenge’ to ‘It was the home of his friend, Inspector George Appleby-Smith, the green-eyed police officer who had interviewed Makhaya and granted him political asylum.’ How does Head convey the different characters of Matenge and Sekoto so strikingly at this moment in the novel? OR †29 Explore one incident in the novel which makes you particularly admire the people of Golema Mmidi. Support your answer with details from Head’s writing. OR 30 You are Mma-Millipede. Makhaya has just left your house after his first visit to you. Write your thoughts. F. SCOTT FITZGERALD: The Great Gatsby EITHER *31 Re-read in Chapter 5 from ‘We went upstairs, through period bedrooms swathed in rose and lavender silk…’ to ‘ “It makes me sad because I’ve never seen such – such beautiful shirts before.” ’ Explore how Fitzgerald strikingly conveys the feelings of Gatsby and Daisy at this moment in the novel. OR †32 What do you think it is about Daisy that makes Gatsby so attracted to her? Support your ideas with details from Fitzgerald’s writing. OR 33 You are Jordan Baker at Gatsby’s lavish party. The butler has summoned you to a meeting with Jay Gatsby. Write your thoughts.

8 0486/12/M/J/11 © UCLES 2011 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. EDITH WHARTON: Ethan Frome EITHER *34 Re-read from the beginning of Chapter 10 from ‘The querulous drone ceased as I entered Frome’s kitchen…’ to ‘ “And this is Miss Mattie Silver…” ’. How do you think Wharton makes this such a surprising and shocking moment in the novel? Support your ideas with details from the writing. OR †35 Explore two episodes in the novel which for you most vividly convey the disappointments of Ethan Frome’s life. Support your views with details from Wharton’s writing. OR 36 You are Zeena. You have been married a year. Write your thoughts. from STORIES OF OURSELVES EITHER *37 Re-read in Secrets (by Bernard MacLaverty) from ‘His aunt had been small – her head on a level with his when she sat at her table – and she seemed to get smaller each year.’ to ‘ “That’s me,” she said. The boy was glad he had pleased her in return for the stamps.’ How does MacLaverty vividly convey the boy’s fascination with his aunt at this moment in the story? OR †38 How does the writer of either How It Happened (by Arthur Conan Doyle) or There Will Come Soft Rains (by Ray Bradbury) make the story so effective even though it is so short? Support your answer by close reference to the story you choose. OR 39 You are Mrs Croft in The Third and Final Continent. You have just met Mala for the first time. Write your thoughts.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2011 question paper for the guidance of teachers 0486 LITERATURE (ENGLISH) 0486/12 Paper 1 (Open Books), maximum raw mark 75 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes must be read in conjunction with the question papers and the report on the examination. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2011 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0486 12 © University of Cambridge International Examinations 2011 All questions on this paper are marked out of 25. The assessment objectives for the paper are: AO1 show detailed knowledge of the content of literary texts AO2 understand the meanings of literary texts and their context, and explore texts beyond surface meaning to show deeper awareness of ideas and attitudes AO3 recognise and appreciate ways in which writers use language, structure, and form to create and shape meanings and effects AO4 communicate a sensitive and informed personal response The Band Descriptors cover marks from 0 to 25, and apply to the marking of each question. They guide examiners to an understanding of the qualities normally expected of, or typical of, work in a band. They are a means of general guidance, and must not be interpreted as hurdle statements. For the purposes of standardisation of marking, they are to be used in conjunction with photostats of candidates’ work produced in the examination and discussed during the examiners’ coordination meeting, as well as the question-specific notes.

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0486 12 © University of Cambridge International Examinations 2011 BAND DESCRIPTORS TABLE 0/0–1 No answer / Insufficient to meet the criteria for Band 8. Band 8 2 3 4 Limited attempt to respond • shows some limited understanding of simple/literal meaning Band 7 5 6 7 Some evidence of simple personal response • makes a few straightforward comments • shows a few signs of understanding the surface meaning of the text • makes a little reference to the text Band 6 8 9 10 Attempts to communicate a basic personal response • makes some relevant comments • shows a basic understanding of surface meaning of the text • makes a little supporting reference to the text Band 5 11 12 13 Begins to develop a personal response • shows some understanding of meaning • makes a little reference to the language of the text (beginning to assume a voice in an empathic task) • uses some supporting textual detail Band 4 14 15 16 Makes a reasonably developed personal response • shows understanding of the text and some of its deeper implications • makes some response to the way the writer uses language (using suitable features of expression in an empathic task) • shows some thoroughness in the use of supporting evidence from the text Band 3 17 18 19 Makes a well-developed and detailed personal response • shows a clear understanding of the text and some of its deeper implications • makes a developed response to the way the writer achieves her/his effects (sustaining an appropriate voice in an empathic task) • supports with careful and relevant reference to the text Band 2 20 21 22 Sustains a perceptive and convincing personal response • shows a clear critical understanding of the text • responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task) • integrates much well-selected reference to the text Band 1 23 24 25 Answers in this band have all the qualities of Band 2 work, with further insight, sensitivity, individuality and flair. They show complete and sustained engagement with both text and task.