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GCSE English Language · Eduqas style · Component 1 Section A style
Presentation of Holmes as a sharp detective (The Hound of the Baskervilles)
AO210 marks · about 15 minutes

Read the lines from '"Now, tell me, Dr. Mortimer"' to the end of the extract. How does the writer show Holmes's character in these lines? You must refer to the language used in the text to support your answer, using relevant subject terminology where appropriate. [10 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

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 · 9 to 10Perceptive, 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 · 6 to 8Clear, 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 · 3 to 5Some understanding of effects. Attempts to comment on effect, often in general terms; some relevant quotation; terminology sometimes used, sometimes inaccurately.
Level 1 · 1 to 2Simple awareness. Mostly paraphrase or retelling; little or no quotation; features named without explanation of effect.