Practice exam paper 2

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Paper 2 

Compare contrast literature essay

Unpacking Paper 2 Question

• What is meant by 'struggle'? Physical? Emotional?
• What is meant by 'speak to readers'? Do readers identify with particular struggles?
• What is meant by 'unjust worlds?' Evil? Dystopian? Unfair?
• Should I compare the unjust world or the authors' 'depictions' of these worlds?

Unpacking Paper 2 Questions 

• What is meant by 'struggle'? Physical? Emotional?
  
• What is meant by 'speak to readers'? Do readers identify with particular struggles?
  
• What is meant by 'unjust worlds?' Evil? Dystopian? Unfair?
  
• Should I compare the unjust world or the authors' 'depictions' of these worlds?

Essay Question

The struggle against injustice is a theme that speaks to readers. Compare the ways in which two authors of two literary works have depicted unjust wordls. 

P2 Thesis statements

Question: The struggle against injustice is a theme that speaks to readers. Compare the ways in which the authors of two literary works have depicted unjust worlds.

Thesis statement: Although The Tempest is a play written in the early days of colonialism and Disgrace is a novel written in a post-colonial, post-Apartheid South Africa, the works explore the theme of injustice through point-of-view, symbolism and motif; the authors show the importance of reconciliation and love as means of overcoming injustices.

The language of comparative analysis

Words that illustrate

• For example / for instance...
  
• ..., which can be seen in the scene where...
  
• This is evidenced through the author's use of...

The language of comparative analysis

Words that analyse

• Through the use of... the author makes the reader feel...
  
• ... which suggests / implies that...
  
• ...has a... effect on the reader.
  
• establishes a ... mood for the reader. 

The language of comparative analysis

Words that compare and contrast

• Similarly / likewise
  
• Just as... so too...
  
• However / In contrast...
  
• While...

The language of comparative analysis

Words that evaluate

• ... is effective in achieving the purpose of ...
  
• ... makes the reader understand the significance of...
  
• ... relates to the notion that...

Practice exam paper 2: choose one question only   (vwo)

Note: there will be four questions in your exam; you only choose one. 

Some literary texts, although set in a particular place or time, convey ideas that are universal. In what ways is this true in two of the works you have studied? 

• Unpack the question. What are (possible) sub-questions that help you to answer the main question. 
• Define a distinct theses statement and three distinct topic sentences & arguments. 
• Use a mind-map or template to decide how literary works differ or are similar.
• Brainstorm three language features / authors' choices for each literary work to support your arguments.
• Start writing - connect your ideas with cohesive devices.

Practice exam paper 2: choose one question only (havo)

Note: there will be four questions in your exam; you only choose one. 

How is 'home' depicted in two of the works you have studied and what is its significance? 

• Unpack the question. What are (possible) sub-questions that help you to answer the main question. 
• Define a distinct theses statement and three distinct topic sentences & arguments. 
• Use a mind-map or template to decide how literary works differ or are similar.
• Brainstorm three language features / authors' choices for each literary work to support your arguments.
• Start writing - connect your ideas with cohesive devices.

All references (examples); textual features (authorial choices) are clearly connected and explained in reference to essay question.

• Thesis statement answers the essay question (what, how and/or why).
• Each topic sentence introduces an argument that directly corresponds with the thesis statement (what, how and/or why).
• Each topic  sentence is supported with implications in connection with essay question (from both literary works; criterion A).
• Each topic sentence / paragraph is supported with corresponding textual features / authorial choices in connection with essay question (from both literary works, criterion B).
• Both literary works and authorial choices are compared - in connection with essay question.
• All ideas are logically connected with cohesive devices ( criteria C, D).
• Style: present simple tense; titles of literary works are underlined; personal pronouns (I, You) are avoided; short forms are not used (criterion D) . Arguments are balanced (Criterion C)

Paper two - evaluations

• Each thesis statement and each topic sentence needs to answer the following questions: WHAT, HOW and WHY. 
• HOW is WHAT and HWY depicted? 
• Each paragraph introduces a new argument and a new corresponding example. Cyclical repetition needs to be avoided.  

Thesis statement: Both authors make excellent use of narrative point of view, foreshadowing and the setting to immense the audience into their stories and hold their attention. 

The first T.S.: Both Fitzgerald and Spiegelman use the narrative point of view to hold the readers' attention. 

The second T.S.: Additionally, both works use foreshadowing to make the audience curious and to hold their attention.

The third T.S.: Moreover, both works switch between multiple settings, so things do not feel repetitive. 

Essay question

‘The art of the storyteller is to hold the attention of the reader.’ With reference to two works you have studied, discuss ways and the specific effects in which the writers have employed techniques that hold and sustain readers’ attention. 

Essay question: ‘For a piece of fiction to have value, it must make some social or political statement.’ Based on two works you have read and studied, to what extent is this true and what is the effect?  

Thesis statement: Both authors make a political and social statement, in the case of Fitzgerald about the American Dream, and in the case of Spiegelman about the effects of war on his father and many other Holocaust survivors, they both utilize motifs and symbols to make their message clear. 

The first T.S. : Both authors use motifs to portray their political and social statements.

The second T.S.: Secondly, both books contain symbols to show that American Dream is unreachable and Diary burning to show how war experiences can affect one's behaviour. 

The third T.S.: Lastly, in contrast to MAUS, The Great Gatsby ends with a beautiful metaphor to strengthen Fitzgerald's idea about the American Dream. 

QUESTION: How is belief or faith represented in two literary works? What, according to these works, is the significance of faith? 

Thesis statement: Both of these works utilize belief and faith, through the use of a motif, symbolism, and irony to signify the dangers of power and ambition.

Topic sentence 1: In both works motifs are used to show how belief and faith can be employed to benefit the ambition of someone.

Topic sentence 2: Furthermore, symbolism is used by both works; Shelley's use of symbolism comes in the from of the books that monster reads when he becomes literate. 

Topic sentence 3: Finally,  irony is the biggest and most powerful feature used by both works to signify the dangers of power. 

QUESTION: How is belief or faith represented in two literary works? What, according to these works, is the significance of faith? 

Thesis statement: Although Frankenstein is written in the early 19th century in Geneva, Switzerland, and 1984 is written in time of emerging Cold War tensions, both works depict the significance of belief and faith through points of view, allusions and symbolism; the authors show the importance of having belief and faith, and the consequences of it. 

Topic sentence 1: Both Frankenstein and 1984 use distinct point-of view to emphasize the ideas in which the main protagonists believe in.

Topic sentence 2: In both Frankenstein and 1984 the authors use allusions to offer insights into beliefs and faiths of characters.

Topic sentence 3: Thirdly, 1984 and Frankenstein deeply explore the theme of faith and belief through symbolism.