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GCSE English Language · Eduqas style · Component 1 Section A style
The ghost's persistence and the narrator's mounting terror (Wuthering Heights)
AO210 marks · about 15 minutes

Read from 'I seemed to keep them closed above a quarter of an hour' to 'yelled aloud, in a frenzy of fright.' How does the writer show the persistence of the ghost and the narrator's growing terror in these lines? You must refer to the language used in the text to support your answer, using relevant subject terminology. [10 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

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.