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GCSE English Language · AQA style · Paper 1 Section A, Question 4 style
Evaluating pity versus horror in the ghost scene (Wuthering Heights)
AO420 marks · about 25 minutes

For this question focus on the second half of the source, from 'As it spoke, I discerned, obscurely, a child's face' to the end. In this part of the source, the narrator's cruelty is more shocking than the ghost. The writer makes us feel sorry for the child rather than afraid of it. To what extent do you agree and/or disagree with this statement? In your response, you could: - consider your impressions of the narrator and the ghost - comment on the methods the writer uses to present the narrator and the ghost - support your response with references to the text. [20 marks]

Read the extract, then write below it.
This time, I remembered I was lying in the oak closet, and I heard distinctly the gusty wind, and the driving of the snow; I heard, also, the fir bough repeat its teasing sound, and ascribed it to the right cause: but it annoyed me so much, that I resolved to silence it, if possible; and, I thought, I rose and endeavoured to unhasp the casement. The hook was soldered into the staple: a circumstance observed by me when awake, but forgotten. “I must stop it, nevertheless!” I muttered, knocking my knuckles through the glass, and stretching an arm out to seize the importunate branch; instead of which, my fingers closed on the fingers of a little, ice-cold hand! The intense horror of nightmare came over me: I tried to draw back my arm, but the hand clung to it, and a most melancholy voice sobbed, “Let me in—let me in!” “Who are you?” I asked, struggling, meanwhile, to disengage myself. “Catherine Linton,” it replied, shiveringly (why did I think of _Linton_? I had read _Earnshaw_ twenty times for Linton)—“I’m come home: I’d lost my way on the moor!” As it spoke, I discerned, obscurely, a child’s face looking through the window. Terror made me cruel; and, finding it useless to attempt shaking the creature off, I pulled its wrist on to the broken pane, and rubbed it to and fro till the blood ran down and soaked the bedclothes: still it wailed, “Let me in!” and maintained its tenacious gripe, almost maddening me with fear. “How can I!” I said at length. “Let _me_ go, if you want me to let you in!” The fingers relaxed, I snatched mine through the hole, hurriedly piled the books up in a pyramid against it, and stopped my ears to exclude the lamentable prayer. I seemed to keep them closed above a quarter of an hour; yet, the instant I listened again, there was the doleful cry moaning on! “Begone!” I shouted. “I’ll never let you in, not if you beg for twenty years.” “It is twenty years,” mourned the voice: “twenty years. I’ve been a waif for twenty years!” Thereat began a feeble scratching outside, and the pile of books moved as if thrust forward. I tried to jump up; but could not stir a limb; and so yelled aloud, in a frenzy of fright. To my confusion, I discovered the yell was not ideal: hasty footsteps approached my chamber door; somebody pushed it open, with a vigorous hand, and a light glimmered through the squares at the top of the bed. I sat shuddering, yet, and wiping the perspiration from my forehead: the intruder appeared to hesitate, and muttered to himself.
Source: Emily Brontë, Wuthering Heights (1847). 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.