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GCSE English Language · AQA style · Paper 1 Section A, Question 4 style
Evaluating How Scientific Detail Makes the Threat Believable (The War of the Worlds)
AO420 marks · about 25 minutes

For this question focus on the second half of the source, from 'The planet Mars, I scarcely need remind the reader' to the end. In this part of the source, the writer uses scientific facts to convince the reader that the danger from Mars is real. The writer makes the ending feel even more threatening, even though nothing has actually happened yet. To what extent do you agree and/or disagree with this statement? In your response, you could: - consider your impressions of the danger from Mars - comment on the methods the writer uses to present the danger from Mars - support your response with references to the text. [20 marks]

Read the extract, then write below it.
No one would have believed in the last years of the nineteenth century that this world was being watched keenly and closely by intelligences greater than man’s and yet as mortal as his own; that as men busied themselves about their various concerns they were scrutinised and studied, perhaps almost as narrowly as a man with a microscope might scrutinise the transient creatures that swarm and multiply in a drop of water. With infinite complacency men went to and fro over this globe about their little affairs, serene in their assurance of their empire over matter. It is possible that the infusoria under the microscope do the same. No one gave a thought to the older worlds of space as sources of human danger, or thought of them only to dismiss the idea of life upon them as impossible or improbable. It is curious to recall some of the mental habits of those departed days. At most terrestrial men fancied there might be other men upon Mars, perhaps inferior to themselves and ready to welcome a missionary enterprise. Yet across the gulf of space, minds that are to our minds as ours are to those of the beasts that perish, intellects vast and cool and unsympathetic, regarded this earth with envious eyes, and slowly and surely drew their plans against us. And early in the twentieth century came the great disillusionment. The planet Mars, I scarcely need remind the reader, revolves about the sun at a mean distance of 140,000,000 miles, and the light and heat it receives from the sun is barely half of that received by this world. It must be, if the nebular hypothesis has any truth, older than our world; and long before this earth ceased to be molten, life upon its surface must have begun its course. The fact that it is scarcely one seventh of the volume of the earth must have accelerated its cooling to the temperature at which life could begin. It has air and water and all that is necessary for the support of animated existence. Yet so vain is man, and so blinded by his vanity, that no writer, up to the very end of the nineteenth century, expressed any idea that intelligent life might have developed there far, or indeed at all, beyond its earthly level. Nor was it generally understood that since Mars is older than our earth, with scarcely a quarter of the superficial area and remoter from the sun, it necessarily follows that it is not only more distant from time’s beginning but nearer its end.
Source: H. G. Wells, The War of the Worlds (1898). 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.