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GCSE English Language · Edexcel style · Paper 2 Section A, Question 3 style
Edexcel Paper 2, Question 3 (15 marks, AO2) (The People of the Abyss)
AO215 marks · about 20 minutes

Refer to the whole extract. Analyse how the writer uses language and structure to interest and engage the reader. Support your views with detailed reference to the text. [15 marks]

Read the extract, then write below it.
“But you can’t do it, you know,” friends said, to whom I applied for assistance in the matter of sinking myself down into the East End of London. “You had better see the police for a guide,” they added, on second thought, painfully endeavouring to adjust themselves to the psychological processes of a madman who had come to them with better credentials than brains. “But I don’t want to see the police,” I protested. “What I wish to do is to go down into the East End and see things for myself. I wish to know how those people are living there, and why they are living there, and what they are living for. In short, I am going to live there myself.” “You don’t want to _live_ down there!” everybody said, with disapprobation writ large upon their faces. “Why, it is said there are places where a man’s life isn’t worth tu’pence.” “The very places I wish to see,” I broke in. “But you can’t, you know,” was the unfailing rejoinder. “Which is not what I came to see you about,” I answered brusquely, somewhat nettled by their incomprehension. “I am a stranger here, and I want you to tell me what you know of the East End, in order that I may have something to start on.” “But we know nothing of the East End. It is over there, somewhere.” And they waved their hands vaguely in the direction where the sun on rare occasions may be seen to rise. “Then I shall go to Cook’s,” I announced. “Oh yes,” they said, with relief. “Cook’s will be sure to know.” But O Cook, O Thomas Cook & Son, path-finders and trail-clearers, living sign-posts to all the world, and bestowers of first aid to bewildered travellers—unhesitatingly and instantly, with ease and celerity, could you send me to Darkest Africa or Innermost Thibet, but to the East End of London, barely a stone’s throw distant from Ludgate Circus, you know not the way! “You can’t do it, you know,” said the human emporium of routes and fares at Cook’s Cheapside branch. “It is so—hem—so unusual.” “Consult the police,” he concluded authoritatively, when I had persisted. “We are not accustomed to taking travellers to the East End; we receive no call to take them there, and we know nothing whatsoever about the place at all.” “Never mind that,” I interposed, to save myself from being swept out of the office by his flood of negations. “Here’s something you can do for me. I wish you to understand in advance what I intend doing, so that in case of trouble you may be able to identify me.”
Source: Jack London, The People of the Abyss (1903). Public domain.
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How this is marked

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.

Assessed against AO2 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 · 12 to 15Perceptive, detailed analysis. Explains precisely how specific word choices, techniques or structural features shape the reader's response; quotations are apt and well chosen; terminology is accurate and sharpens the point rather than decorating it.
Level 3 · 9 to 11Clear, relevant explanation of effects. Quotations are relevant and mostly well chosen; terminology is accurate; the answer explains effect rather than only naming features.
Level 2 · 5 to 8Some understanding of effects. Attempts to comment on effect, often in general terms; some relevant quotation; terminology sometimes used, sometimes inaccurately.
Level 1 · 1 to 4Simple awareness. Mostly paraphrase or retelling; little or no quotation; features named without explanation of effect.