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GCSE English Literature · Eduqas style · 19th-century prose
Eduqas style 19th-century prose: Utterson (40 marks, AO1 AO2 AO3) (The Strange Case of Dr Jekyll and Mr Hyde)
AO1AO2AO340 marks · about 45 minutes

You should use the extract below and your knowledge of the whole novel to answer this question. Write about Utterson 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 wild, cold, seasonable night of March, with a pale moon, lying on her back as though the wind had tilted her, and flying wrack of the most diaphanous and lawny texture. The wind made talking difficult, and flecked the blood into the face. It seemed to have swept the streets unusually bare of passengers, besides; for Mr. Utterson thought he had never seen that part of London so deserted. He could have wished it otherwise; never in his life had he been conscious of so sharp a wish to see and touch his fellow-creatures; for struggle as he might, there was borne in upon his mind a crushing anticipation of calamity. The square, when they got there, was full of wind and dust, and the thin trees in the garden were lashing themselves along the railing. Poole, who had kept all the way a pace or two ahead, now pulled up in the middle of the pavement, and in spite of the biting weather, took off his hat and mopped his brow with a red pocket-handkerchief. But for all the hurry of his coming, these were not the dews of exertion that he wiped away, but the moisture of some strangling anguish; for his face was white and his voice, when he spoke, harsh and broken. “Well, sir,” he said, “here we are, and God grant there be nothing wrong.” “Amen, Poole,” said the lawyer. Thereupon the servant knocked in a very guarded manner; the door was opened on the chain; and a voice asked from within, “Is that you, Poole?” “It’s all right,” said Poole. “Open the door.” The hall, when they entered it, was brightly lighted up; the fire was built high; and about the hearth the whole of the servants, men and women, stood huddled together like a flock of sheep. At the sight of Mr. Utterson, the housemaid broke into hysterical whimpering; and the cook, crying out “Bless God! it’s Mr. Utterson,” ran forward as if to take him in her arms. “What, what? Are you all here?” said the lawyer peevishly. “Very irregular, very unseemly; your master would be far from pleased.” “They’re all afraid,” said Poole. Blank silence followed, no one protesting; only the maid lifted her voice and now wept loudly. “Hold your tongue!” Poole said to her, with a ferocity of accent that testified to his own jangled nerves; and indeed, when the girl had so suddenly raised the note of her lamentation, they had all started and turned towards the inner door with faces of dreadful expectation. “And now,” continued the butler, addressing the knife-boy, “reach me a candle, and we’ll get this through hands at once.” And then he begged Mr. Utterson to follow him, and led the way to the back garden.
Source: Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde (1886). 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.