Unit 1 19thc Lit Word Vers

Unit 1Adv.

19 Century Fiction
th
“We read books to find out who we are. What other people, real or imaginary, do
and think and feel... is an essential guide to our understanding of what we ourselves
are and may become.”
Ursula Le Guin
GCSE ENGLISH LANGUAGE

Edexcel
Name: Marshal Ormondroyd …………………………………………………………..
Contents
1
Oliver Twist…….…….……......By Charles Dickens (1838) ..........Part 1
Oliver Twist………….…..........By Charles Dickens (1838) ..........Part 2
Oliver Twist…….………..........By Charles Dickens (1838) ..........Part 3
Dr Jekyll and Mr Hyde…. By Robert Louis Stevenson (1886) ...Part 1
Frankenstein……….…...By Mary Shelley (1818) ......................Part 1
Frankenstein……….…...By Mary Shelley (1818) ......................Part 2
The Tell Tale Heart……………….………….…. By Edgar Allan Poe (1843)
Wuthering Heights………By Emily Bronte (1847) .....................Part 1

Prepare for paper one, section A of the GCSE: Nineteenth

Century Literature:
2
● Learn how and why authors use descriptive language
● Practice close reading
● Practice answering the kind of questions you will get in paper one
Oliver Twist part 1

By Charles Dickens
1838
1. Read the text carefully.
1 It was market-morning. The ground was covered, nearly ankle-deep, with filth and mire;
2 thick steam, perpetually rising from the reeking bodies of the cattle, and mingling with the
3 fog, which seemed to rest upon the chimney-tops, hung heavily above. All the pens in the
4 centre of the large area, and as many temporary pens as could be crowded into the vacant
5 space, were filled with sheep; tied up to posts by the gutter side were long lines of beasts and
6 oxen, three or four deep. Countrymen, butchers, drovers, hawkers, boys, thieves, idlers, and
7 vagabonds of every low grade, were mingled together in a mass; the whistling of drovers, the
8 barking of dogs, the bellowing and plunging of oxen, the bleating of sheep, the grunting and
9 squeaking of pigs, the cries of hawkers, the shouts, oaths and quarrelling on all sides; the
10 ringing of bells and roar of voices, that issued from every public-house; the crowding,
11 pushing, driving, beating, whooping, and yelling; the hideous and discordant din that
12 resounded from every corner of the market; and the unwashed, unshaven, squalid, and dirty
13 figures constantly running to and fro, and bursting in and out of the throng; rendered it a
14 stunning and bewildering scene that quite confounded the senses.
2. Write a short summary of what you think the text is about in the box below.
3
This kind of descriptive writing is designed to give you a good mental picture of what is being
described. This is called Imagery.
In the exam you can save time by calling this type of descriptive writing ‘imagery’.
3. Pick out words and phrases that appeal to the following senses and paste them into the table
below:
SIGHT: “...the fog, which seemed to rest upon the chimney-tops…”
SMELL:
SOUND:
TOUCH:
4. Think about how Dickens has made the scene come alive for the
reader by using such an appeal to the senses. Why has he written in a
way that appeals to the senses?
Note down your thoughts in the box below.
4
5. Create your own piece of descriptive writing. Choose from the following
● Saturday lunchtime in McDonald’s

● A crowded market
● Your local high street
● The college canteen
Aim to spend around 20 minutes writing.
5
GCSE Exam Style Questions
It’s important to regularly practice answering exam style questions. Even though we
haven’t talked about exam technique yet, have a go at the questions below. It will help
you to identify what you need to work on to improve your levels.
1. How does the writer use language and structure to interest and engage the reader?
Support your views with detailed reference to the text.
6 marks
the writer describes what can be seen and heard . He also describes what it smells like. The writer says the
ground is unclean and full of mud. This is shown by the quote “the ground was covered nearly ankle deep
with filth and mire” this is saying that the ground is very unclean and it goes up to peoples ankles whilst
they walk in it.
the writer also describes what can be heard “the bleating of sheep the grunting and squeaking of pigs”
these are what can be heard around the writer is describing what can be heard around he also says “yelling”
which is another thing that can be heard the writer is describing what's it like he is describing what is going
on in the background bells can be heard ringing in the background as well “ringing of bells”
Dogs can be heard barking as well; this is shown by the quote” barking of dogs”.
The quote “filth and mire” is suggesting that it can be smelled by people. This is saying the ground wasn't
clean, the air smells unpleasant and people had to walk through it. The streets never got cleaned by
anyone
people could be seen pushing each other out of the way suggesting that people were in a rush to get home
and it was rush hour for people going to buy dinner for their families or that the people were coming home
6
from work and trying to push people out of the way of whoever was in the way.#
the lists the things that can be seen in the crowd these are “countrymen, butchers, dovers, hawkers, boys,
thieves, idlers, vagabonds these are what can be seen along the crowds of people. “Roar of voices is saying
people are talking yells, having a fall out that is heard happening in the crowds of people.
“the fog, which seemed to rest up on the chimney tops” there are so many factories that are causing
pollution there was lots of fog being caused by the chimneys making it hard to see with so much smoke up
in the air that have been caused by the factories.
the water on the ground from the ground with “filth and mire” would have been very unclean and
disgusting it would also have been very smelly from the filth and mire and causing a very disgusting smell.
the people that would have been living in the houses wouldn't find it very cosy to live in from all the
shouting, yelling and the animals making sounds from outside as well as it wouldn't be smelling very
pleasant for them as well meaning living in london in those times wouldn't of been very nice due to it being
very crowded.
2. The writer attempts to vividly describe the livestock market in London. Evaluate how
successfully this has been achieved.
15
marks
7
the writer describes the livestock market by the sounds of the animals that can be heard “the bleating of
sheep the grunting and squeaking of pigs” he also says that a lot of butchers can be seen in the crowds of
people meaning that a lot of butchers would be around selling meat to people. This explains why there are
so many animals since London has loads and loads of butchers due to it being very busy and it means loads
of people will be buying their meat that is being sold to people.
The space was filled with sheep that were tied up to be ready to get served to customers.
the writer is very successful at doing this by describing the sounds what can be seen who can be seen in the
crowd he tells us this by the animals squeaking and grunting as well as the butchers being seen in the
crowds of people suggesting there were butchers everywhere around london loads of pigs and sheep tied up
to a fence as well as them squeaking and grunting.
the beating of sheep is also another way the writer describes livestock market there was so many sheep in
london which would be unusual since the sheep would not just show up and be walking around the butchers
had made orders to the sheep for them to be served as wells as the pigs livestock markets are also shown to
be a popular place in london due to being thousands of people living there the butchers would be getting a
lot of customers since loads of people will buy the meat to take with them.
The writer describes the livestock market very well since he told us what can be heard as well as seen.
“reeking bodies of cattle” there are so many dead sheep lying around which is another way the writer
describes the livestock market he says dead sheep can be seen around which is another way he achieved this
he says what is seen as well the smell from the dead cattle.
Century Literature:
8
Oliver Twist part 2

By Charles Dickens
1838
1 ‘Near to that part of the Thames on which the church at Rotherhithe abuts, where the
2 buildings on the banks are dirtiest and the vessels on the river blackest with the dust of the
3 colliers and the smoke of the close-built low-roofed houses, there exists, at the present day,
4 the filthiest, the strangest the most extraordinary of the many localities that are hidden in
5 London, wholly unknown, even by name, to the great mass of its inhabitants.
6 To reach this place, the visitor has to penetrate through a maze of close, narrow, and
7 muddy streets, thronged by the roughest and poorest of waterside people, and devote to the
8 traffic they may be supposed to the occasion. The cheapest and the least delicate provisions
9 are heaped in the shops: the coarsest and commonest articles of wearing apparel; dangle at
10 the sales – man’s door, and stream from the house – parapet and windows. Jostling with
11 unemployed labourers of the lowest class, ballast – heavers, coal-whippers, brazen women,
12 ragged children, and the very raff and refuse of the river, he makes his way with difficulty
13 along, assailed by offensive sights and smells from the narrow alleys which branch off on the
14 right and left, and deafened by the clash of ponderous wagons that bear great piles of
15 merchandise from the stacks of warehouses that rise from every corner. Arriving, at length, in
16 streets remoter and less- frequented than those through which he has passed, he walks
17 beneath tottering house-fronts projecting over the pavement, dismantled walls that seem to
18 totter as he passes, chimneys half crushed half hesitating to fall, windows guarded by rusty
9
19 iron bars that time and dirt have almost eaten away, and every imaginable sign of desolation
20 and neglect.’
2. Write a short summary of what you think the text is about.
Descriptive writing like this uses a lot of adjectives. When an exam asks you to write about
language one the easiest things to discuss is how adjectives to describe the subject.
3. Highlight or underline the adjectives in the text
4. Choose three adjectives that you think are interesting,

powerful or give you the clearest mental picture of what the
scene would have been like:
1.
2.
3.
5. Do the adjectives you have chosen suggest a certain theme? If so, what?

6 marks
10
2. Evaluate how successfully Dickens describes the living conditions of the poor in
Victorian London.
15 marks
11
12
Century Literature:

Oliver Twist part 3

By Charles Dickens
1838
13
1 Of all the bad deeds that under cover of darkness, had been committed within wide
2 London’s bounds since night hung over it, that was the worst. Of all the horrors that rose
3 with an ill scent upon the morning air, that was the foulest and most cruel.
4 The sun- the bright sun, that brings back, not light alone, but new life, and hope, and
5 freshness to man- burst upon the crowded city in clear, radiant glory. Through
6 costly-coloured glass and paper-mended window, through cathedral dome and rotten
7 crevice, it shed its equal ray. It lighted up the room where the murdered woman lay. It did.
8 He tried to shut it out, but it would stream in. If the sight had been a ghastly one in the dull
9 morning, what was it now, in all that brilliant light!
10 He struck a light, kindled a fire and thrust the club into it. There was hair upon the end,
11 which blazed and shrunk into a light cinder, and caught by the air, whirled up the chimney.
12 Even that frightened him, sturdy as he was; but he held the weapon till it broke, and then
13 piled it on the coals to burn away, and smoulder into ashes. He washed himself and
rubbed
14 his clothes; there were spots that would not be removed, but he cut the pieces out, and
15 burnt them. How those stains were dispersed about the room! The very feet of the dog
16 were bloody.
17 He had not moved; he had been afraid to stir. There had been a moan and motion of the
18 hand; and with terror added to rage, he had struck and struck again. Once he threw a rug
19 over it, but it was worse to fancy the eyes and imagine them moving towards him, than to
20 see them glaring upward, as if watching the reflection of the pool of gore that quivered and
21 danced in the sunlight on the ceiling. He plucked it off again. And there was the body- mere
22 flesh and blood, no more- but such flesh and so much blood!
14
3. Underline or highlight all of the adjectives from the passage.
4. Now pick out the verbs.
5. What do you notice about how the adjectives and verbs appear? Thinking about structure, why
do you think Dickens has written the text in this way?
Think about:
● pac ● drama ● building tension ● contrast

e
Aim to spend 10 minutes recording your thoughts in the box below.
1. In lines 1-3 identify the superlative that describes the murder.
1
mark
2. In lines 4-9 identify two adjectives that Dickens uses to describe the sun.
15
2
marks

6
marks
4. Compare the use of adjectives in the first part of the text with the use of verbs in the
second half of the text.
16
How does Dickens use language to describe the setting and the action?
15 marks

Century Literature:
17
Dr Jekyll and Mr Hyde part 1

By Robert Louis Stevenson
1886
1. Get thinking about some of the issues in Dr Jekyll and Mr Hyde by rating
these statements on a scale of 1-10, where 1 is ‘completely disagree’ and
10 is ‘completely agree’.
Statement Mark out of 10
Pure evil does not exist in the world.
Our nature is dependent on where and how we are brought up.
Everyone has a good and an evil side of their personality.
Everything we do is for our own benefit.
You can never truly know another person.
Cities make violence and crime more likely.
People should not suppress their violent or darker impulses.
Civilisation is just a disguise for man’s primal instincts.
Everyone has it in them to kill someone else.
Keeping a secret is never beneficial.
1 I must here speak in theory alone, saying not that which I know, but that which I suppose
18
2 to be most probable. The evil side of my nature, to which I had now transferred the
3 stamping efficacy, was less robust and less developed than the good which I had just
4 deposed. Again, in the course of my life, which had been, after all, nine-tenths a life of
5 effort, virtue and control, it had been much less exercised and much less exhausted. And
6 hence, as I think, it came about that Edward Hyde was so much smaller, slighter and
7 younger than Henry Jekyll. Even as good shone upon the countenance of the one, evil
8 was written broadly and plainly on the face of the other. Evil besides (which I must still
9 believe to the lethal side of man) had left on that body an imprint of deformity and decay.
10 And yet when I looked upon that ugly idol in the glass, I was conscious of no repugnance,
11 rather of a leap of welcome. This, too, was myself. It seemed natural and human. In my
12 eyes it bore a livelier image of the spirit, it seemed more express and single, than the
13 imperfect and divided countenance I had been hitherto accustomed to call mine. And in
14 so far I was doubtless right. I have observed that when I wore the semblance of Edward
15 Hyde, none could come near to me at first without a visible misgiving of the flesh. This, as
16 I take it, was because all human beings, as we meet them, are commingled out of good
17 and evil: and Edward Hyde, alone, in the ranks of mankind, was pure evil.
3. In this extract the narrator describes how his evil side is different from his
good side.
Note the differences between Dr Jekyll and Mr Hyde and use the information
to complete the following table.
19
Dr Jekyll (Good) Mr Hyde (Evil)
“Again, in the course of my life, which had been, after all, nine- “smaller,
tenths a life of effort, virtue and control…” ………………………….”

1. Read lines 4-6. Why is Mr Hyde physically smaller than Dr

Jekyll?
2 marks
2. How does the writer use language and structure to describe the differences between Dr
Jekyll and Mr
Hyde?
6 marks
20
3. Robert Louis Stevenson attempts to engage the reader through the description of good
and evil in the same person.
Evaluate how successfully this is achieved. Support your views with detailed reference to
the text.
15 marks
21
Century Literature:
22

1886
1 ‘Well, it was this way,’ returned Mr Enfield: ‘I was coming home
2 from some place at the end of the world, about three o’clock of a black
3 winter morning, and my way lay through a part of town where there
4 was literally nothing to be seen but lamps. Street after street, and all the
5 folks asleep – street after street, all lighted up as if for a procession, and
6 all as empty as a church – till at last I got into that state of mind when a
7 man listens and listens and begins to long for the sight of a policeman.
8 All at once, I saw two figures: one a little man who was stumping along
9 eastward at a good walk, and the other a girl of maybe eight or ten who
10 was running as hard as she was able down a cross-street. Well, sir, the
11 two ran into one another naturally enough at the corner; and then
12 came the horrible part of the thing; for the man trampled calmly over
13 the child’s body and left her screaming on the ground. It sounds
14 nothing to hear, but it was hellish to see. It wasn’t like a man; it was like
15 some damned Juggernaut.
2. Write a short summary of what you think the text is about in the
box below.
23
1. From lines 11 – 13 identify the sentence that explains the upsetting event.
1 mark
1. From lines 12 - 14, give two ways in which the writer shows the narrator was
disturbed by the event. You may use your own words or a quotation from the text.
2 marks
1. From lines 4 -7, how does the writer use language and structure to present the mood
of the extract? Support your views with reference to the text.
6 marks
24
1. In this extract, there is an attempt to build tension. Evaluate how successfully this is
achieved. Support your views with detailed reference to the text.
15
marks
25
Century Literature:

26

1886
1 Presently her eye wandered to the other, and she was surprised to recognise in
2 him a certain Mr Hyde, who had once visited her master, and for whom she had
3 conceived a dislike. He had in his hand a heavy cane, with which he was trifling;
4 but he answered never a word, and seemed to listen with an ill-contained
5 impatience. And then all of a sudden he broke out in a great flame of anger,
6 stamping with his foot, brandishing the cane, and carrying on (as the maid
7 described it) like a madman. The very old gentleman took a step back, with the air
8 of one very much surprised and a trifle hurt; and at that Mr Hyde broke out of all
9 bounds, and clubbed him to the earth. And next moment, with ape-like fury, he
10 was trampling his victim under foot, and hailing down a storm of blows, under
11 which the bones were audibly shattered and the body jumped upon the roadway.
12 At the horror of these sights and sounds, the maid fainted.
27
2. Write a short summary of what you think the text is about in the box
below.
For the exam you’ll need to be familiar with different techniques writers
use to grab your attention. This text uses similes and metaphors.
3. Read through the text again and underline the similes and metaphors.
1 Presently her eye wandered to the other, and she was surprised to recognise in
2 him a certain Mr Hyde, who had once visited her master, and for whom she had
3 conceived a dislike. He had in his hand a heavy cane, with which he was trifling;
4 but he answered never a word, and seemed to listen with an ill-contained
5 impatience. And then all of a sudden he broke out in a great flame of anger,
6 stamping with his foot, brandishing the cane, and carrying on (as the maid
7 described it) like a madman. The very old gentleman took a step back, with the air
8 of one very much surprised and a trifle hurt; and at that Mr Hyde broke out of all
9 bounds, and clubbed him to the earth. And next moment, with ape-like fury, he
10 was trampling his victim under foot, and hailing down a storm of blows, under
11 which the bones were audibly shattered and the body jumped upon the roadway.
12 At the horror of these sights and sounds, the maid fainted.
28
1. Identify two similes in the text.
2
marks
2. Identify two metaphors in the text.

2
marks
3. In this extract, how does Stevenson present Mr Hyde to be an evil, unforgiving criminal?
15
marks
29
Century Literature:

Frankenstein: The Modern

Prometheus
By Mary Shelley
1818
1 It was on a dreary night of November that I beheld the accomplishment of my toils.
2 With an anxiety that almost amounted to agony, I collected the instruments of life
30
3 around me, that I might infuse a spark of being into the lifeless thing that lay at my
4 feet. It was already one in the morning; the rain pattered dismally against the
5 panes, and my candle was nearly burnt out, when, by the glimmer of the
6 half-extinguished light, I saw the dull yellow eye of the creature open; it breathed
7 hard, and a convulsive motion agitated its limbs.
8 How can I describe my emotions at this catastrophe, or how delineate the wretch
9 whom with such infinite pains and care I had endeavoured to form? His limbs were
10 in proportion, and I had selected his features as beautiful. Beautiful! Great God!
11 His yellow skin scarcely covered the work of muscles and arteries beneath; his
12 hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these
13 luxuriances only formed a more horrid contrast with his watery eyes, that seemed
14 almost of the same colour as the dun-white sockets in which they were set, his
15 shrivelled complexion and straight black lips.
16 The different accidents of life are not so changeable as the feelings of human
17 nature. I had worked hard for nearly two years, for the sole purpose of infusing life
18 into an inanimate body. For this I had deprived myself of rest and health. I had
19 desired it with an ardour that far exceeded moderation; but now that I had finished,
22 the beauty of the dream vanished, and breathless horror and disgust filled my
23 heart. Unable to endure the aspect of the being I had created, I rushed out of the
24 room and continued a long time traversing my bed-chamber, unable to compose
25 my mind to sleep. At length lassitude succeeded to the tumult I had before
26 endured, and I threw myself on the bed in my clothes, endeavouring to seek a few
27 moments of forgetfulness.
31
2. Look at lines 9-15 and highlight the positive and negative descriptive language that the
narrator uses to describe the monster in different colours.
2. Complete the table on the next page, providing a quote for the description and an
explanation of what it suggests.
Feature Quote What it suggests
32
Not healthy or human, almost as if it’s ill or
‘His yellow skin scarcely covered the work of sick
yellow skin
muscles…’
muscles
lustrous
pearly whiteness
watery eyes
shrivelled
complexion
black lips

1. In lines 8-15 the author describes the creature using contrasting language.
What effect does this have on the reader?
6 marks
33


Century Literature:

Frankenstein: The Modern Prometheus part

2
By Mary Shelley
1818
1. Read through the text again and pick out all the phrases that begin with ‘I’. List them in your like
this:
34
1 It was on a dreary night of November that I beheld the accomplishment of my toils.
2 With an anxiety that almost amounted to agony, I collected the instruments of life
3 around me, that I might infuse a spark of being into the lifeless thing that lay at my
4 feet. It was already one in the morning; the rain pattered dismally against the
5 panes, and my candle was nearly burnt out, when, by the glimmer of the
6 half-extinguished light, I saw the dull yellow eye of the creature open; it breathed
7 hard, and a convulsive motion agitated its limbs.
8 How can I describe my emotions at this catastrophe, or how delineate the wretch
16 The different accidents of life are not so changeable as the feelings of human
17 nature. I had worked hard for nearly two years, for the sole purpose of infusing life
18 into an inanimate body. For this I had deprived myself of rest and health. I had
19 desired it with an ardour that far exceeded moderation; but now that I had finished,
22 the beauty of the dream vanished, and breathless horror and disgust filled my
23 heart. Unable to endure the aspect of the being I had created, I rushed out of the
24 room and continued a long time traversing my bed-chamber, unable to compose
25 my mind to sleep. At length lassitude succeeded to the tumult I had before
26 endured, and I threw myself on the bed in my clothes, endeavouring to seek a few
27 moments of forgetfulness.
35
● “I beheld the accomplishment of my toils”
● “I collected the instruments of life around me”
5. Read just the phrases beginning with ‘I’ as if they were a story. What happens in this story?
How would you describe the narrator?
1. For how long had the narrator been working on bringing the monster to life?

1
mark
2. In lines 6-7 how does the author show that the monster has come to life?
1
mark
3. How does Shelley use language and structure to show how the narrator feels about the
monster?
36
6 marks

4. How does Shelley use language and structure to show a build-up of tension in the text?
15
marks
37
Century Literature:

The Tell Tale Heart

By Edgar Allan Poe
1843
1 When I had waited a long time, very patiently, without hearing him lie down, I resolved to
2 open a little --a very, very little crevice in the lantern. So I opened it -- you cannot imagine
38
3 how stealthily, stealthily --until, at length a simple dim ray, like the thread of the spider, shot
4 from out the crevice and fell full upon the vulture eye.
5 It was open - -wide, wide open -- and I grew furious as I gazed upon it I saw it with perfect
6 distinctness -- all a dull blue, with a hideous veil over it that chilled the very marrow in my
7 bones; but I could see nothing else of the old man's face or person: for I had directed the ray
8 as if by instinct, precisely upon the damned spot.
9 And have I not told you that what you mistake for madness is but over acuteness of the
10 senses? --now, I say, there came to my ears a low, dull, quick sound, such as a watch
makes
11 when enveloped in cotton. I knew that sound well, too. It was the beating of the old man's
12 heart. It increased my fury, as the beating of a drum stimulates the soldier into courage.
13 But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I
14 tried how steadily I could maintain the ray upon the eye. Meantime the hellish tattoo of the
15 heart increased. It grew quicker and quicker, and louder and louder every instant. The old
16 man's terror must have been extreme! It grew louder, I say, louder every moment! --do you
17 mark me well? I have told you that I am nervous: so I am. And now at the dead hour of the
18 night, amid the dreadful silence of that old house, so strange a noise as this excited me to
19 uncontrollable terror. Yet, for some minutes longer I refrained and stood still. But the beating
20 grew louder, louder! I thought the heart must burst. And now a new anxiety seized me --the
21 sound would be heard by a neighbor! The old man's hour had come! With a loud yell, I threw
22 open the lantern and leaped into the room. He shrieked once --once only. In an instant I
23 dragged him to the floor, and pulled the heavy bed over him. I then smiled gaily, to find the
24 deed so far done. But, for many minutes, the heart beat on with a muffled sound. This,
25 however, did not vex me; it would not be heard through the wall. At length it ceased. The old
26 man was dead. I removed the bed and examined the corpse. Yes, he was stone, stone dead.
39
27 I placed my hand upon the heart and held it there many minutes. There was no pulsation. He
28 was stone dead. His eye would trouble me no more.
29 If still you think me mad, you will think so no longer when I describe the wise precautions I
30 took for the concealment of the body. The night waned, and I worked hastily, but in silence.
31 First of all I dismembered the corpse. I cut off the head and the arms and the legs.
1. From line 20, identify the phrase which explains why the narrator must hurry to kill the
old man.
1 mark
1. From lines 24 to 27, give two ways in which the writer shows the narrator to be
undisturbed by the killing.
You may use your own words or quotations from the text.
2 marks
Evaluate: analyse how successfully a writer has achieved ‘Build tension’: create the
something. Explain your thoughts and back up your opinions feeling that something bad is
with evidence from the text. about to happen
40
1. From lines 13 to 19, how does the writer use language and structure to show the
narrator as nervous?
Support your views with reference to the text.
6 marks
4. In this extract, there is an attempt to build tension. Evaluate how

successfully this is achieved. Support your views with detailed reference to
the text.
15 marks
41
Century Literature:

Wuthering Heights part 1

By Emily Bronte
1847
42
1 One fine summer morning—it was the beginning of harvest, I
2 remember—Mr. Earnshaw, the old master, came down-stairs, dressed
3 for a journey; and, after he had told Joseph what was to be done
4 during the day, he turned to Hindley, and Cathy, and me—for I sat
5 eating my porridge with them—and he said, speaking to his son,
6 ‘Now, my bonny man, I’m going to Liverpool to-day, what shall I
7 bring you? You may choose what you like: only let it be little, for I
8 shall walk there and back: sixty miles each way, that is a long spell!’
9 Hindley named a fiddle, and then he asked Miss Cathy; she was
10 hardly six years old, but she could ride any horse in the stable, and she
11 chose a whip. He did not forget me; for he had a kind heart, though
12 he was rather severe sometimes. He promised to bring me a pocketful
13 of apples and pears, and then he kissed his children, said good-bye,
14 and set off.
15 It seemed a long while to us all—the three days of his absence—and
16 often did little Cathy ask when he would be home. Mrs. Earnshaw
17 expected him by supper-time on the third evening, and she put the
18 meal off hour after hour; there were no signs of his coming, however,
19 and at last the children got tired of running down to the gate to look.
20 Then it grew dark; she would have had them to bed, but they begged
21 sadly to be allowed to stay up; and, just about eleven o’clock, the
22 door-latch was raised quietly, and in stepped the master. He threw
43
23 himself into a chair, laughing and groaning, and bid them all stand off,
24 for he was nearly killed—he would not have such another walk for the
25 three kingdoms. ‘And at the end of it to be flighted to death!’ he
26 said, opening his great-coat, which he held bundled up in his arms.
27 ‘See here, wife! I was never so beaten with anything in my life: but
28 you must e’en take it as a gift of God; though it’s as dark almost as if
29 it came from the devil.’
30 We crowded round, and over Miss Cathy’s head I had a peep at a
31 dirty, ragged, black-haired child; big enough both to walk and talk:
32 indeed, its face looked older than Catherine’s; yet when it was set on
33 its feet, it only stared round, and repeated over and over again some
34 gibberish that nobody could understand. I was frightened, and Mrs.
35 Earnshaw was ready to fling it out of doors: she did fly up, asking
37 how he could fashion to bring that gipsy brat into the house, when
38 they had their own bairns to feed and fend for? What he meant to do
39 with it, and whether he were mad? The master tried to explain the
40 matter; but he was really half dead with fatigue, and all that I could
41 make out, amongst her scolding, was a tale of his seeing it starving,
42 and houseless, and as good as dumb, in the streets of Liverpool, where
43 he picked it up and inquired for its owner.Not a soul knew to whom
44 it belonged, he said; and his money and time being both limited, he
45 thought it better to take it home with him at once, than run into vain
46 expenses there: because he was determined he would not leave it as he
47 found it. Well, the conclusion was, that my mistress grumbled herself
48 calm; and Mr. Earnshaw told me to wash it, and give it clean things,
49 and let it sleep with the children.
44
50 Hindley and Cathy contented themselves with looking and listening
51 till peace was restored: then, both began searching their father’s
52 pockets for the presents he had promised them. The former was a boy
53 of fourteen, but when he drew out what had been a fiddle, crushed to
54 morsels in the great-coat, he blubbered aloud; and Cathy, when she
56 learned the master had lost her whip in attending on the stranger,
57 showed her humour by grinning and spitting at the stupid little thing;
58 earning for her pains a sound blow from her father, to teach her
59 cleaner manners. They entirely refused to have it in bed with them, or
60 even in their room; and I had no more sense, so I put it on the landing
61 of the stairs, hoping it might be gone on the morrow.

1. Identify how long Mr Earnshaw was away for.

1 mark
2.mIdentify the presents that Hindley and Cathy choose.
2 marks
45
3. In paragraph 2, how does the writer use language and structure to portray Mr Earnshaw’s
exhaustion?
Support your views with reference to the text.
6
marks
4. The relationship between Cathy and Heathcliff forms the story’s plot. What do you learn
about their relationship on the night they meet? Support your views with reference to the
text.
15 marks
46
Century Literature:

47
Wuthering Heights part 2

By Emily Bronte
1847
1 This time, I remembered I was lying in the oak closet, and I heard distinctly the
2 gusty wind, and the driving of the snow; I heard, also, the fir bough repeat its
3 teasing sound, and ascribed it to the right cause: but it annoyed me so much,
4 that I resolved to silence it, if possible; and, I thought, I rose and endeavoured
5 to unhasp the casement. The hook was soldered into the staple: a
6 circumstance observed by me when awake, but forgotten. ‘I must stop it,
7 nevertheless!’ I muttered, knocking my knuckles through the glass, and
8 stretching an arm out to seize the importunate branch; instead of which, my
9 fingers closed on the fingers of a little, ice-cold hand! The intense horror of
10 nightmare came over me: I tried to draw back my arm, but the hand clung to it,
11 and a most melancholy voice sobbed, ‘Let me in—let me in!’ ‘Who are you?’ I
12 asked, struggling, meanwhile, to disengage myself. ‘Catherine Linton,’ it
13 replied, shiveringly (why did I think of Linton? I had read Earnshaw twenty
14 times for Linton) ‘I’m come home: I’d lost my way on the moor!’ As it spoke, I
15 discerned, obscurely, a child’s face looking through the window. Terror made
16 me cruel; and, finding it useless to attempt shaking the creature off, I pulled its
17 wrist on to the broken pane, and rubbed it to and fro till the blood ran down
18 and soaked the bedclothes: still it wailed, ‘Let me in!’ and maintained its
48
19 tenacious gripe, almost maddening me with fear. ‘How can I!’ I said at length.
20 ‘Let me go, if you want me to let you in!’ The fingers relaxed, I snatched mine
21 through the hole, hurriedly piled the books up in a pyramid against it, and
22 stopped my ears to exclude the lamentable prayer. I seemed to keep them
23 closed above a quarter of an hour; yet, the instant I listened again, there was
24 the doleful cry moaning on! ‘Begone!’ I shouted. ‘I’ll never let you in, not if
25 you beg for twenty years.’ ‘It is twenty years,’ mourned the voice: ‘twenty
26 years. I’ve been a waif for twenty years!’ Thereat began a feeble scratching
27 outside, and the pile of books moved as if thrust forward. I tried to jump up;
28 but could not stir a limb; and so yelled aloud, in a frenzy of fright.
1. Identify a phrase in the first sentence that describes the weather.

1 mark
2. The narrator is presented as being in a dreamlike state. Identify two ways in which the
writer suggests this.
Use your own words or quotations from the text.
2 marks
49
3. In this extract, the writer uses language and structure to create an eerie atmosphere.
Evaluate how successfully this is achieved.
15 marks
50
51

Unit 1 19thc Lit Word Vers

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Unit 1Adv.

GCSE ENGLISH LANGUAGE

Name: Marshal Ormondroyd …………………………………………………………..

Oliver Twist………….…..........By Charles Dickens (1838) ..........Part 2

Oliver Twist…….………..........By Charles Dickens (1838) ..........Part 3

Dr Jekyll and Mr Hyde…. By Robert Louis Stevenson (1886) ...Part 1

Dr Jekyll and Mr Hyde…. By Robert Louis Stevenson (1886) ...Part 2

Dr Jekyll and Mr Hyde…. By Robert Louis Stevenson (1886) ...Part 3

Frankenstein……….…...By Mary Shelley (1818) ......................Part 1

Frankenstein……….…...By Mary Shelley (1818) ......................Part 2

The Tell Tale Heart……………….………….…. By Edgar Allan Poe (1843)

Wuthering Heights………By Emily Bronte (1847) .....................Part 1

Wuthering Heights………By Emily Bronte (1847) .....................Part 2

Wuthering Heights………By Emily Bronte (1847) .....................Part 3

Prepare for paper one, section A of the GCSE: Nineteenth

Oliver Twist part 1

1. Read the text carefully.

14 stunning and bewildering scene that quite confounded the senses.

SIGHT: “...the fog, which seemed to rest upon the chimney-tops…”

Note down your thoughts in the box below.

● Saturday lunchtime in McDonald’s

Prepare for paper one, section A of the GCSE: Nineteenth

Oliver Twist part 2

1. Read the text carefully.

2. Write a short summary of what you think the text is about.

3. Highlight or underline the adjectives in the text

4. Choose three adjectives that you think are interesting,

● Learn how and why authors use descriptive language

Oliver Twist part 3

1. Read the text carefully.

9 morning, what was it now, in all that brilliant light!

16 were bloody.

4. Now pick out the verbs.

● pac ● drama ● building tension ● contrast

Aim to spend 10 minutes recording your thoughts in the box below.

GCSE Exam Style Questions

1. In lines 1-3 identify the superlative that describes the murder.

Support your views with detailed reference to the text.

15 marks

Prepare for paper one, section A of the GCSE: Nineteenth

Dr Jekyll and Mr Hyde part 1

Statement Mark out of 10

Pure evil does not exist in the world.

Our nature is dependent on where and how we are brought up.

Everyone has a good and an evil side of their personality.

Everything we do is for our own benefit.

You can never truly know another person.

Cities make violence and crime more likely.

People should not suppress their violent or darker impulses.

Civilisation is just a disguise for man’s primal instincts.

Everyone has it in them to kill someone else.

Keeping a secret is never beneficial.

1. Read the text carefully.

2. Write a short summary of what you think the text is about.

1. Read lines 4-6. Why is Mr Hyde physically smaller than Dr

Dr Jekyll and Mr Hyde part 2

1. Read the text carefully.

1 ‘Well, it was this way,’ returned Mr Enfield: ‘I was coming home

15 some damned Juggernaut.

1 mark

6 marks

● Learn how and why authors use descriptive language