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GCSE English Language · AQA style · Paper 1 Section A, Question 4 style
Evaluating Holmes's cold logic against the hound (The Hound of the Baskervilles)
AO420 marks · about 25 minutes

For this question focus on the second half of the extract, from 'What is the alley like?' to the end. In this part of the source, Holmes seems more interested in hedges and gates than in the terrifying hound. The writer makes the mystery feel less frightening and more like a puzzle to be solved. To what extent do you agree and/or disagree with this statement? In your response, you could: - consider your impressions of Holmes and the mystery - comment on the methods the writer uses to present Holmes and the mystery - support your response with references to the text. [20 marks]

Read the extract, then write below it.
Dr. Mortimer looked strangely at us for an instant, and his voice sank almost to a whisper as he answered. “Mr. Holmes, they were the footprints of a gigantic hound!” Chapter 3. The Problem I confess at these words a shudder passed through me. There was a thrill in the doctor’s voice which showed that he was himself deeply moved by that which he told us. Holmes leaned forward in his excitement and his eyes had the hard, dry glitter which shot from them when he was keenly interested. “You saw this?” “As clearly as I see you.” “And you said nothing?” “What was the use?” “How was it that no one else saw it?” “The marks were some twenty yards from the body and no one gave them a thought. I don’t suppose I should have done so had I not known this legend.” “There are many sheep-dogs on the moor?” “No doubt, but this was no sheep-dog.” “You say it was large?” “Enormous.” “But it had not approached the body?” “No.” “What sort of night was it?” “Damp and raw.” “But not actually raining?” “No.” “What is the alley like?” “There are two lines of old yew hedge, twelve feet high and impenetrable. The walk in the centre is about eight feet across.” “Is there anything between the hedges and the walk?” “Yes, there is a strip of grass about six feet broad on either side.” “I understand that the yew hedge is penetrated at one point by a gate?” “Yes, the wicket-gate which leads on to the moor.” “Is there any other opening?” “None.” “So that to reach the yew alley one either has to come down it from the house or else to enter it by the moor-gate?” “There is an exit through a summer-house at the far end.” “Had Sir Charles reached this?” “No; he lay about fifty yards from it.” “Now, tell me, Dr. Mortimer—and this is important—the marks which you saw were on the path and not on the grass?” “No marks could show on the grass.” “Were they on the same side of the path as the moor-gate?” “Yes; they were on the edge of the path on the same side as the moor-gate.” “You interest me exceedingly. Another point. Was the wicket-gate closed?” “Closed and padlocked.” “How high was it?” “About four feet high.” “Then anyone could have got over it?” “Yes.” “And what marks did you see by the wicket-gate?” “None in particular.” “Good heaven! Did no one examine?” “Yes, I examined, myself.”
Source: Arthur Conan Doyle, The Hound of the Baskervilles (1902). 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.