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GCSE English Literature · AQA style · Paper 1 style, extract and whole text
AQA style: excitement and danger (30 marks, AO1 AO2 AO3) (The Sign of the Four)
AO1AO2AO330 marks · about 45 minutes

Starting with this extract, how does Doyle present excitement and danger in The Sign of the Four? Write about: • how Doyle presents excitement and danger in this extract • how Doyle presents excitement and danger in the novel as a whole.

Read the extract, then write below it.
We were fairly after her now. The furnaces roared, and the powerful engines whizzed and clanked, like a great metallic heart. Her sharp, steep prow cut through the river-water and sent two rolling waves to right and to left of us. With every throb of the engines we sprang and quivered like a living thing. One great yellow lantern in our bows threw a long, flickering funnel of light in front of us. Right ahead a dark blur upon the water showed where the _Aurora_ lay, and the swirl of white foam behind her spoke of the pace at which she was going. We flashed past barges, steamers, merchant-vessels, in and out, behind this one and round the other. Voices hailed us out of the darkness, but still the _Aurora_ thundered on, and still we followed close upon her track. “Pile it on, men, pile it on!” cried Holmes, looking down into the engine-room, while the fierce glow from below beat upon his eager, aquiline face. “Get every pound of steam you can.” “I think we gain a little,” said Jones, with his eyes on the _Aurora_. “I am sure of it,” said I. “We shall be up with her in a very few minutes.” At that moment, however, as our evil fate would have it, a tug with three barges in tow blundered in between us. It was only by putting our helm hard down that we avoided a collision, and before we could round them and recover our way the _Aurora_ had gained a good two hundred yards. She was still, however, well in view, and the murky uncertain twilight was setting into a clear starlit night. Our boilers were strained to their utmost, and the frail shell vibrated and creaked with the fierce energy which was driving us along. We had shot through the Pool, past the West India Docks, down the long Deptford Reach, and up again after rounding the Isle of Dogs. The dull blur in front of us resolved itself now clearly enough into the dainty _Aurora_. Jones turned our search-light upon her, so that we could plainly see the figures upon her deck. One man sat by the stern, with something black between his knees over which he stooped. Beside him lay a dark mass which looked like a Newfoundland dog. The boy held the tiller, while against the red glare of the furnace I could see old Smith, stripped to the waist, and shovelling coals for dear life. They may have had some doubt at first as to whether we were really pursuing them, but now as we followed every winding and turning which they took there could no longer be any question about it. At Greenwich we were about three hundred paces behind them. At Blackwall we could not have been more than two hundred and fifty. I have coursed many creatures in many countries during my checkered career, but never did sport give me such a wild thrill as this mad, flying man-hunt down the Thames. Steadily we drew in upon them, yard by yard. In the silence of the night we could hear the panting and clanking of their machinery. The man in the stern still crouched upon the deck, and his arms were moving as though he were busy, while every now and then he would look up and measure with a glance the distance which still separated us. Nearer we came and nearer. Jones yelled to them to stop. We were not more than four boat’s lengths behind them, both boats flying at a tremendous pace. It was a clear reach of the river, with Barking Level upon one side and the melancholy Plumstead Marshes upon the other. At our hail the man in the stern sprang up from the deck and shook his two clinched fists at us, cursing the while in a high, cracked voice. He was a good-sized, powerful man, and as he stood poising himself with legs astride I could see that from the thigh downwards there was but a wooden stump upon the right side. At the sound of his strident, angry cries there was movement in the huddled bundle upon the deck. It straightened itself into a little black man—the smallest I have ever seen—with a great, misshapen head and a shock of tangled, dishevelled hair. Holmes had already drawn his revolver, and I whipped out mine at the sight of this savage, distorted creature. He was wrapped in some sort of dark ulster or blanket, which left only his face exposed; but that face was enough to give a man a sleepless night. Never have I seen features so deeply marked with all bestiality and cruelty. His small eyes glowed and burned with a sombre light, and his thick lips were writhed back from his teeth, which grinned and chattered at us with a half animal fury.
Source: Arthur Conan Doyle, The Sign of the Four (1890). Public domain.
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How this is marked

AO1 (published assessment objective): Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts (English Language). For Literature: read, understand and respond to texts, maintaining a critical style, developing an informed personal response, and using textual references including quotations to support and illustrate interpretations. For Geography: demonstrate knowledge of locations, places, processes, environments and different scales. For History: demonstrate knowledge and understanding of the key features and characteristics of the periods studied.

AO2 (published assessment objective): Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views (English). For Geography: demonstrate geographical understanding of concepts and how they are used in relation to places, environments and processes, and the interrelationships between places, environments and processes. For History: explain and analyse historical events and periods studied using second-order historical concepts.

AO3 (published assessment objective): Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts (English Language). For Literature: show understanding of the relationships between texts and the contexts in which they were written. For Geography: apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements. For History: analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements.

Assessed against AO1, AO2, AO3 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 5 · 25 to 30Convincing, critical and exploratory response to the task and the whole text. Judicious, precise references integrated into the argument; analysis of the writer's methods with subject terminology used to sharpen the point; ideas about context or the writer's purpose are woven into the argument rather than bolted on.
Level 4 · 19 to 24Thoughtful, developed response. Apt references used to support a considered argument; examination of the writer's methods and their effects; ideas about context are relevant and linked to the task.
Level 3 · 13 to 18Clear, explained response. Relevant references; clear explanation of some methods and effects; some relevant comment on context.
Level 2 · 7 to 12Some explained comment. A supported point or two; some reference to the text; methods identified with simple comment on effect; context mentioned in passing or not at all.
Level 1 · 1 to 6Simple, supported comment. Narrates or describes the text; little reference to methods or context.