In Paper 2 of the IGCSE English Literature exams, candidates have to answer a question for a ‘Literary Heritage’ text. The paper is worth 40% of the overall grade, with the Literary Heritage question generating half of the available marks. 

Most IGCSE English students tutor study a Shakespeare text, such as Romeo and Juliet or Macbeth. What can be invaluable when working with Shakespeare is familiarising yourself with the Elizabethan context in which he wrote. This makes inaccessible archaic Shakespearean plays more approachable, and also shows higher-level understanding if candidates are able to integrate this knowledge into their Literary Heritage exam answers. With Macbeth for example, an understanding of the Elizabethan worldview that substantiates Shakespeare’s use of the tragedy form, and contextualises the many symbols throughout the play is extremely beneficial. The disruption of the natural order is a higher-level theme that only comes with understanding the Elizabethan conception of the universe, and informs Shakespeare’s characterisation choices in the play. 

Literary Heritage questions are usually in the form of ‘How does [playwright] present the character of [x] in the play?’ or ‘Explore the theme of [y] in the play.’  Understanding the context and plot provides the foundation that IGCSE English candidates need, but being able to show in-depth and relevant analysis is key. This means tutoring sessions will have strong emphasis on refining formal expression, using a modelled writing structure to guide students. Workshopping analytical expression and training model structures are two ways that any student can secure a higher grade. 

Consider this sample response to the Literary Heritage question, ‘How does Shakespeare present the character of Juliet in the play?’

In the play, Juliet is spoken of in Paris and Capulet’s conversation before she appears on stage (similar to Romeo). This has the effect of waiting for someone valuable and reputed; Juliet is thus characterised as a high-value character whose mundane attributes (such as depicting her in a functional, domestic setting) are selectively elided. References to Juliet’s ‘maidenhead’ (virginity) abound throughout the play; there seems to be a heavy emphasis on this aspect of her character, as would be expected of a young (13 by Capulet’s estimation, i.e. ‘not fourteen summers’), wealthy heiress. However, despite her seeming obedience to her parents at the start of the play, such as agreeing to consider Paris as a suitor (‘I’ll look to like, if looking liking move’), she becomes independent when in love with Romeo and first defies her parents not only by covertly marrying him, but also by overtly asserting that she will not marry Paris, which causes her to be harangued by her family and insulted as a “disobedient wretch”. She deals with this turmoil, even as the Nurse suggests she resort to bigamy and she is left completely alone. Indeed, her adamant determination in her love for Romeo shows in taking the poison, a very risky endeavour, and waking up in the crypt, which would be horrifying for anyone, let alone a girl of such a young age.

This IGCSE English response is good for the following reasons:

• Formal expression: good range of vocabulary, with sophisticated expression for ideas

• Attempted analysis: it shows an attempt to analyse and discuss the effects of characterisation choices in the play (but could be more developed)

• Use of evidence: quotations are included where relevant

However, this response can definitely be improved. By adhering to the following three points, the candidate will be able to reach higher mark bands.

• Follow a clear PEEL structure - the student clearly discusses characterisation of Juliet here, but makes multiple points in the paragraph. To show a clear and organised structure to the overall essay, it would greatly benefit from having a clear topic sentence with evidence and reasoning to back up a very specific point.

• Closer and more developed analysis - although there are semblances of analysis, it would be better if the student focused on fewer pieces of evidence but examined the relevant quotations in more detail. Additionally, the response borders on summary near the end; this can be improved by signposting analysis with keywords from the question.

• Integrated evidence - it may have been harder for this candidate to do closer analysis as the evidence was given in parentheses. A higher-level Literary Heritage answer would show natural integration of quotations throughout, which would permit more in-depth analysis. 

With an experienced tutor, improving in the Literary Heritage section of the exam or any part of the IGCSE English Literature course is only a matter of time. Find out more about our individualised IGCSE English Literature tutoring programmes here, and work with a BartyED IGCSE English tutor today.

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