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GCSE English Language · AQA style · Paper 1 Section A, Question 4 style
Evaluating Scrooge's Isolation and the Gloomy Setting (A Christmas Carol)
AO420 marks · about 25 minutes

For this question focus on the second half of the source, from 'Nobody ever stopped him in the street' to the end. In this part of the source, Scrooge seems to deserve to be lonely. The writer makes the gloomy setting suggest that something strange is about to happen. To what extent do you agree and/or disagree with this statement? In your response, you could: - consider your impressions of Scrooge and the setting - comment on the methods the writer uses to present Scrooge and the setting - support your response with references to the text. [20 marks]

Read the extract, then write below it.
Oh! But he was a tight-fisted hand at the grind-stone, Scrooge! a squeezing, wrenching, grasping, scraping, clutching, covetous, old sinner! Hard and sharp as flint, from which no steel had ever struck out generous fire; secret, and self-contained, and solitary as an oyster. The cold within him froze his old features, nipped his pointed nose, shrivelled his cheek, stiffened his gait; made his eyes red, his thin lips blue; and spoke out shrewdly in his grating voice. A frosty rime was on his head, and on his eyebrows, and his wiry chin. He carried his own low temperature always about with him; he iced his office in the dog-days; and didn't thaw it one degree at Christmas. External heat and cold had little influence on Scrooge. No warmth could warm, no wintry weather chill him. No wind that blew was bitterer than he, no falling snow was more intent upon its purpose, no pelting rain less open to entreaty. Foul weather didn't know where to have him. The heaviest rain, and snow, and hail, and sleet, could boast of the advantage over him in only one respect. They often "came down" handsomely, and Scrooge never did. Nobody ever stopped him in the street to say, with gladsome looks, "My dear Scrooge, how are you? When will you come to see me?" No beggars implored him to bestow a trifle, no children asked him what it was o'clock, no man or woman ever once in all his life inquired the way to such and such a place, of Scrooge. Even the blind men's dogs appeared to know him; and when they saw him coming on, would tug their owners into doorways and up courts; and then would wag their tails as though they said, "No eye at all is better than an evil eye, dark master!" But what did Scrooge care! It was the very thing he liked. To edge his way along the crowded paths of life, warning all human sympathy to keep its distance, was what the knowing ones call "nuts" to Scrooge. Once upon a time--of all the good days in the year, on Christmas Eve--old Scrooge sat busy in his counting-house. It was cold, bleak, biting weather: foggy withal: and he could hear the people in the court outside, go wheezing up and down, beating their hands upon their breasts, and stamping their feet upon the pavement stones to warm them. The city clocks had only just gone three, but it was quite dark already-- it had not been light all day--and candles were flaring in the windows of the neighbouring offices, like ruddy smears upon the palpable brown air. The fog came pouring in at every chink and keyhole, and was so dense without, that although the court was of the narrowest, the houses opposite were mere phantoms. To see the dingy cloud come drooping down, obscuring everything, one might have thought that Nature lived hard by, and was brewing on a large scale.
Source: Charles Dickens, A Christmas Carol (1843). Public domain.
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How this is marked

AO4 (published assessment objective): Evaluate texts critically and support this with appropriate textual references (English Language). For Literature: use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Assessed against AO4 using Revision Robin's own level descriptors below. These are not the exam board's mark scheme. Every quotation in the feedback is checked against your answer and the extract before you see it, and a teacher's mark overrides ours.

Level 4 · 16 to 20Perceptive, critical evaluation. Takes a clear, developed view on the statement; shows how the writer's methods create the effects claimed; a convincing range of precise textual references; weighs the statement rather than simply agreeing.
Level 3 · 11 to 15Clear, relevant evaluation. Takes a clear view and supports it with relevant references; explains how methods produce effects; mostly convincing.
Level 2 · 6 to 10Some attempt at evaluation. Expresses an opinion with some supporting reference; comments on method are general or thin.
Level 1 · 1 to 5Simple, limited evaluation. Agrees or disagrees with little support; mostly retells the extract.