Eduqas style poetry (a): love and betrayal, Cousin Kate (15 marks, AO1 AO2 AO3) (Poetry Anthology 2027)

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GCSE English Literature · Eduqas style · Poetry (a)

AO1AO2AO315 marks · about 20 minutes

Read the poem below, Cousin Kate, by Christina Rossetti. In this poem Rossetti explores ideas about love and betrayal. Write about the ways in which Rossetti presents love and betrayal in this poem. [15 marks] AO1, AO2, AO3

Read the extract, then write below it.

I was a cottage maiden Hardened by sun and air, Contented with my cottage mates, Not mindful I was fair. Why did a great lord find me out, And praise my flaxen hair? Why did a great lord find me out To fill my heart with care? He lured me to his palace home— Woe’s me for joy thereof— To lead a shameless shameful life, His plaything and his love. He wore me like a silken knot, He changed me like a glove; So now I moan, an unclean thing, Who might have been a dove. O Lady Kate, my cousin Kate, You grew more fair than I: He saw you at your father’s gate, Chose you, and cast me by. He watched your steps along the lane, Your work among the rye; He lifted you from mean estate To sit with him on high. Because you were so good and pure He bound you with his ring: The neighbours call you good and pure, Call me an outcast thing. Even so I sit and howl in dust, You sit in gold and sing: Now which of us has tenderer heart? You had the stronger wing. O cousin Kate, my love was true, Your love was writ in sand: If he had fooled not me but you, If you stood where I stand, He’d not have won me with his love Nor bought me with his land; I would have spit into his face And not have taken his hand. Yet I’ve a gift you have not got, And seem not like to get: For all your clothes and wedding-ring I’ve little doubt you fret. My fair-haired son, my shame, my pride, Cling closer, closer yet: Your father would give lands for one To wear his coronet.

Source: Christina Rossetti, Cousin Kate (1862). Public domain. Text as printed in the Eduqas GCSE English Literature Poetry Anthology (2025).

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 · 13 to 15	Convincing, 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 · 10 to 12	Thoughtful, 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 · 7 to 9	Clear, explained response. Relevant references; clear explanation of some methods and effects; some relevant comment on context.
Level 2 · 4 to 6	Some 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 3	Simple, supported comment. Narrates or describes the text; little reference to methods or context.