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GCSE English Literature · Eduqas style · 19th-century prose
Eduqas style 19th-century prose: Watson (40 marks, AO1 AO2 AO3) (The Sign of the Four)
AO1AO2AO340 marks · about 45 minutes

You should use the extract below and your knowledge of the whole novel to answer this question. Write about Watson and how he is presented at different points in the novel. In your response you should: - refer to the extract and the novel as a whole; - show your understanding of characters and events in the novel; - refer to the contexts of the novel. [40 marks] AO1, AO2, AO3

Read the extract, then write below it.
It was a September evening, and not yet seven o’clock, but the day had been a dreary one, and a dense drizzly fog lay low upon the great city. Mud-coloured clouds drooped sadly over the muddy streets. Down the Strand the lamps were but misty splotches of diffused light which threw a feeble circular glimmer upon the slimy pavement. The yellow glare from the shop-windows streamed out into the steamy, vaporous air, and threw a murky, shifting radiance across the crowded thoroughfare. There was, to my mind, something eerie and ghost-like in the endless procession of faces which flitted across these narrow bars of light,—sad faces and glad, haggard and merry. Like all human kind, they flitted from the gloom into the light, and so back into the gloom once more. I am not subject to impressions, but the dull, heavy evening, with the strange business upon which we were engaged, combined to make me nervous and depressed. I could see from Miss Morstan’s manner that she was suffering from the same feeling. Holmes alone could rise superior to petty influences. He held his open note-book upon his knee, and from time to time he jotted down figures and memoranda in the light of his pocket-lantern. At the Lyceum Theatre the crowds were already thick at the side-entrances. In front a continuous stream of hansoms and four-wheelers were rattling up, discharging their cargoes of shirt-fronted men and beshawled, bediamonded women. We had hardly reached the third pillar, which was our rendezvous, before a small, dark, brisk man in the dress of a coachman accosted us. “Are you the parties who come with Miss Morstan?” he asked. “I am Miss Morstan, and these two gentlemen are my friends,” said she. He bent a pair of wonderfully penetrating and questioning eyes upon us. “You will excuse me, miss,” he said with a certain dogged manner, “but I was to ask you to give me your word that neither of your companions is a police-officer.” “I give you my word on that,” she answered. He gave a shrill whistle, on which a street Arab led across a four-wheeler and opened the door. The man who had addressed us mounted to the box, while we took our places inside. We had hardly done so before the driver whipped up his horse, and we plunged away at a furious pace through the foggy streets. The situation was a curious one. We were driving to an unknown place, on an unknown errand. Yet our invitation was either a complete hoax,—which was an inconceivable hypothesis,—or else we had good reason to think that important issues might hang upon our journey. Miss Morstan’s demeanor was as resolute and collected as ever. I endeavored to cheer and amuse her by reminiscences of my adventures in Afghanistan; but, to tell the truth, I was myself so excited at our situation and so curious as to our destination that my stories were slightly involved. To this day she declares that I told her one moving anecdote as to how a musket looked into my tent at the dead of night, and how I fired a double-barrelled tiger cub at it. At first I had some idea as to the direction in which we were driving; but soon, what with our pace, the fog, and my own limited knowledge of London, I lost my bearings, and knew nothing, save that we seemed to be going a very long way. Sherlock Holmes was never at fault, however, and he muttered the names as the cab rattled through squares and in and out by tortuous by-streets.
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 · 33 to 40Convincing, 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 · 25 to 32Thoughtful, 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 · 17 to 24Clear, explained response. Relevant references; clear explanation of some methods and effects; some relevant comment on context.
Level 2 · 9 to 16Some 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 8Simple, supported comment. Narrates or describes the text; little reference to methods or context.