IB English HL/SL Paper 2 Sample Papers and Exemplar Responses Notes

IB English A: Literature and Language Paper 2 Exam Style Questions and Responses

1. A critical essay
2. Based on a comparison of two literary works from your course syllabus

Exam Format

1. You will be given 4 unseen prompts
2. You must choose 1 prompt to answer
3. Time allowed: 1 hour 45 minutes

Content Expectations

1. The essay should compare and contrast key aspects of the texts
2. You are expected to explore themes, authorial choices, and literary techniques

Assessment Breakdown

1. Same format for both SL and HL students
2. For SL students: contributes 35% of final grade
3. For HL students: contributes 25% of final grade

Key Characteristics of Paper 2 Prompts

1. They often explore central ideas or themes in the texts.
2. You are usually encouraged to draw comparisons and contrasts between the works.
3. The questions are broad and open-ended, allowing for flexibility in your response.
4. Prompts may focus on literary techniques, content, structure, or a combination of these.
5. You are expected to engage with the author’s craft and intentions — how meaning is created.
6. There is room for interpretation, with no single ‘right’ answer — your argument and evidence matter.

Sample Questions with Exemplar Responses Across Popular Themes

1. We have devised a series of exam-style sample questions based on the 12 most popular themes present in IB HL/SL English Paper 2, which include an essay outline and an exemplar essay response with sample texts.
2. You can use these themes and essay prompts under timed conditions to aid your revision.
3. We have also attached exam technique tips and a detailed markscheme to thoroughly explain how you can score high marks!

1. Theme: Control

Sample Question: How do two of the works you have studied portray the consequences of individuals resisting or losing control?

Texts: 1984 by George Orwell & A Streetcar Named Desire by Tennessee Williams

Essay Outline

1. Introduction
   1. Define the theme of control as both external (political/social) and internal (psychological/self-image).
   2. Introduce 1984 as a dystopian novel where resisting control leads to ideological erasure.
   3. Introduce Streetcar as a psychological tragedy where losing control results in mental collapse.
   4. Thesis: Both Orwell and Williams portray control as central to identity, and show that losing or resisting control leads to devastating consequences—whether through external suppression or internal fragmentation. Through narration, symbolism, and form, they explore how individuals are ultimately destroyed when they lose power over their reality.
2. Body Paragraph 1 – Forms of Control (Political vs Psychological)
   1. Point: Orwell and Williams depict different types of control, yet both are inescapable for the protagonists.
   2. Evidence (1984): Orwell presents state control through surveillance, “Big Brother is watching you”, and ideological domination via Newspeak.
   3. Evidence (Streetcar): Williams shows Blanche maintaining control through illusion, avoiding light, and romanticising her past.
   4. Link: Orwell uses third-person limited narration and bleak realism to reveal Winston’s rebellion, while Williams uses stagecraft and symbolism (e.g., paper lanterns) to show Blanche’s fragility.
   5. Comparison: Both authors illustrate how even the smallest attempt to control one’s narrative or truth is systematically dismantled—by regimes or society.
3. Body Paragraph 2 – Consequences of Losing Control
   1. Point: The loss of control leads to erasure of self in both texts, albeit through different means.
   2. Evidence (1984): Winston’s torture leads him to betray Julia and accept “2 + 2 = 5”—his thoughts are no longer his own.
   3. Evidence (Streetcar): Blanche loses psychological grip after the assault and is institutionalized, whispering “I have always depended on the kindness of strangers.”
   4. Link: Orwell’s paradoxical and clinical prose shows ideological submission; Williams’ ironic and tragic tone exposes emotional devastation.
   5. Comparison: Both characters are silenced and erased—Winston through indoctrination, Blanche through social abandonment.
4. Body Paragraph 3 – Symbolism and Devices That Convey Loss of Control
   1. Point: Both authors use symbolism and recurring motifs to reflect their characters’ spiraling loss of control.
   2. Evidence (1984): The paperweight and the glass paperweight’s shattering reflect Winston’s false hope of preserving truth.
   3. Evidence (Streetcar): The Varsouviana polka recurs during Blanche’s breakdowns, reflecting unresolved trauma.
   4. Link: Orwell’s symbols are stark and stripped—emphasising external decay; Williams’ symbols are lyrical and haunting, externalising Blanche’s internal collapse.
   5. Comparison: In both, objects and motifs act as emotional anchors—and their destruction parallels the protagonists’ final loss of agency.
5. Body Paragraph 4 – Authorial Purpose and Final Message
   1. Point: Orwell and Williams use the characters’ downfall to critique systems of power that deny individual autonomy.
   2. Evidence (1984): Orwell’s purpose is a political warning—unchecked power annihilates truth and identity.
   3. Evidence (Streetcar): Williams critiques social and gender norms—those who resist conventions are cast out.
   4. Link: Orwell’s message is conveyed through dystopian hopelessness; Williams’ message emerges through poetic tragedy.
   5. Comparison: Both authors ultimately ask: what remains of a person who can no longer control their own truth? The answer, in both cases, is nothing.
6. Conclusion
   1. Restate that both texts portray loss of control as a pathway to erasure—of thought (1984) and of sanity (Streetcar).
   2. Reinforce how Orwell and Williams use form, voice, and symbolism to craft powerful warnings.
   3. Final reflection: In a world where control over one’s identity or reality is lost, the individual ceases to exist—not just physically, but spiritually and psychologically.

Model Answer

In both George Orwell’s 1984 and Tennessee Williams’ A Streetcar Named Desire, the authors portray the devastating consequences that follow when individuals attempt to resist or are unable to maintain control. Orwell focuses on the crushing power of a totalitarian regime, where even private rebellion is impossible, and resistance results in the complete erasure of selfhood. Williams, meanwhile, delves into the psychological disintegration of a woman who constructs an illusory world to escape the traumas of her past. Though differing in genre, form, and historical context, both texts expose how the loss of control—whether over truth, identity, or perception—results in psychological, emotional, and existential collapse. Through the use of symbolism, narrative structure, and contrasting literary styles, Orwell and Williams warn that the inability to assert or preserve one’s reality is ultimately a path to obliteration.

Firstly, both authors depict different types of control, but each shows that this control is essential to the characters’ sense of self. In 1984, the Party exercises absolute external control through surveillance, manipulation of truth, and the erasure of history. Winston’s seemingly minor acts of resistance—keeping a diary, having a sexual relationship with Julia, seeking out the Brotherhood—represent his attempt to claim intellectual and emotional freedom. Orwell’s use of third-person limited narration places the reader inside Winston’s increasingly paranoid thoughts, reinforcing the isolation of his rebellion. His famous thought—“Freedom is the freedom to say that two plus two make four”—captures his desire to preserve objective truth in a world of “doublethink”. Yet this is precisely the control the Party cannot tolerate. In contrast, Blanche DuBois in A Streetcar Named Desire engages in a more personal, psychological form of control. She hides from the realities of her past—her failed marriage, sexual trauma, and declining social status—by constructing fantasies. Her plea, “I don’t want realism. I want magic!”, reveals her fear of confronting the truth. Williams symbolises this resistance to reality through the paper lantern, the avoidance of bright light, and the emotional intensity of expressionist sound effects. While Winston resists external ideology, Blanche resists internal pain—and in both cases, that resistance is doomed to fail.

Secondly, the consequences of losing control are rendered with chilling clarity in both texts. In 1984, Winston is captured by the Thought Police and subjected to extensive psychological torture in the Ministry of Love. Under duress, he betrays Julia and is eventually forced to accept that “2 + 2 = 5”. The final, tragic line—“He loved Big Brother”—is an example of Orwell’s devastating irony, as Winston’s capacity for independent thought is eradicated. The novel ends not with death, but with ideological submission, which Orwell portrays as a fate worse than physical annihilation. In Streetcar, Blanche’s descent is more emotional and gradual. The Varsouviana polka—a musical motif linked to her traumatic past—repeats more frequently as her delusions deepen. After being raped by Stanley, Blanche’s mental fragility crumbles entirely. Her final line—“I have always depended on the kindness of strangers”—is steeped in pathos and dramatic irony, as the audience recognises the disconnect between her perception and reality. While Winston’s control is taken by the state, Blanche’s is eroded by trauma and a society that offers no place for women who do not conform.

Thirdly, both Orwell and Williams use symbolism and recurring motifs to reflect their characters’ spiralling loss of control. In 1984, the glass paperweight represents Winston’s attempt to connect with a preserved, uncorrupted version of the past. Its shattering during his arrest mirrors the collapse of his rebellion and his illusion of agency. Likewise, in Streetcar, the paper lantern becomes a tangible symbol of Blanche’s illusions. Stanley’s tearing down of the lantern during their final confrontation symbolises his total violation of her mental space. Additionally, light in Streetcar functions as a dual symbol—truth and exposure—which Blanche actively avoids. These objects are more than props: they are emotional anchors, and their destruction reflects the final stage of each protagonist’s psychological breakdown. Orwell’s symbols are stark, sterile, and bleak, aligning with his novel’s dystopian tone, while Williams’ are poetic, expressive, and tragic—both equally effective in externalising the loss of self.

Moreover, beyond individual tragedy, both authors have distinct purposes in exploring these downfalls. Orwell wrote 1984 as a direct warning against the dangers of authoritarian control, particularly after witnessing the rise of fascism and communism in the 20th century. The novel’s dystopian structure and philosophical underpinnings—such as the manipulation of language, the abolition of personal relationships, and the revision of history—show how power systems can obliterate identity and truth itself. In contrast, Williams critiques societal and gender norms in 1940s America, especially the vulnerability of women in a male-dominated world. Blanche is not just destroyed by her own delusions but also by a society that judges her sexuality, mocks her fragility, and offers no support for emotional trauma. Her inability to control how she is seen, especially by Stanley, reflects a broader critique of how patriarchal systems invalidate female narratives.

In both texts, then, resisting or losing control leads to profound and irreversible consequences. Winston, once hopeful, becomes an ideological puppet; Blanche, once proud, descends into madness. Orwell and Williams, though working in very different genres, align in their portrayal of how power, perception, and truth are bound tightly to one’s sense of self. Without the ability to shape or defend one’s reality, the individual becomes empty—a shell manipulated by external forces or shattered by internal ones.

In conclusion, 1984 and A Streetcar Named Desire portray control as a fragile but vital foundation of identity. Through symbolism, form, and character arcs, both authors demonstrate that whether the threat is a totalitarian regime or an unforgiving society, the consequences of losing control are devastating and dehumanising. Orwell and Williams remind us that when individuals lose control over their truth—whether political or personal—they cease to exist not only in the eyes of others, but in their own.

2. Theme: Ethics / Morality

Sample Question: To what extent do the two works you have studied present the crossing of ethical boundaries as a path to personal or social revelation?

Texts: A Doll’s House by Henrik Ibsen and Lolita by Vladimir Nabokov

Essay Outline

1. Introduction
   1. Define key terms: Ethical boundaries refer to actions that violate societal or moral norms.
   2. Context:
      1. In A Doll’s House, Nora forges a signature—a legal and ethical breach.
      2. In Lolita, Humbert engages in sexual abuse under the guise of love.
   3. Thesis Statement: Both texts present the crossing of ethical boundaries as a path to personal and social revelation. However, Ibsen treats it as a vehicle for female emancipation and critique of societal norms, while Nabokov exposes the seductive danger of rationalizing immorality, prompting reflection on reader complicity and the nature of truth.
2. Body Paragraph 1 – Nature of the Transgressions
   1. Point: Both protagonists break ethical boundaries, but their motives differ.
   2. Evidence:
      1. A Doll’s House: Nora forges her father’s signature to save her husband.
      2. Lolita: Humbert kidnaps and repeatedly abuses Dolores Haze.
   3. Techniques:
      1. Ibsen: Realist structure, domestic setting.
      2. Nabokov: Unreliable narrator, poetic language.
   4. Comparison:
      1. Nora’s action is framed as morally complex but empathetic.
      2. Humbert’s is framed as deeply immoral, but masked by charm.
   5. Link: Both texts introduce moral ambiguity, but differ in their portrayal of consequences and intent.
3. Body Paragraph 2 – Personal Revelation
   1. Point: Transgressions act as a turning point in each character’s personal awareness.
   2. Evidence:
      1. Nora realises her role in a patriarchal marriage and chooses self-liberation.
      2. Humbert reflects on his actions, but it is entangled in self-pity and narcissism.
   3. Quotes:
      1. Nora: “I believe that I am first and foremost a human being.
      2. Humbert: “You were the only love of my life.”
   4. Comparison:
      1. Nora’s revelation = growth and independence.
      2. Humbert’s revelation = belated and morally inadequate.
   5. Link: Both characters reach a deeper awareness, but only one gains true agency.
4. Body Paragraph 3 – Social Revelation and Authorial Critique
   1. Point: Ethical transgression reveals societal flaws and provokes audience reflection.
   2. Evidence:
      1. A Doll’s House: Ibsen critiques gender roles and marriage.
      2. Lolita: Nabokov critiques societal voyeurism, romanticisation of predatory behavior.
   3. Techniques:
      1. Ibsen: Dialogue, structural climax (door slam).
      2. Nabokov: Reader manipulation, moral irony.
   4. Comparison:
      1. Ibsen shows transgression as a step towards social progress.
      2. Nabokov uses it to expose the danger of aestheticising evil.
   5. Link: Both texts use moral boundary-breaking to force readers to question the values of the world around them.
5. Conclusion
   1. Reiterate thesis: Both works show that crossing ethical lines leads to personal or social revelation, though with radically different outcomes and purposes.
   2. Ibsen: ethical transgression = self-discovery and liberation.
   3. Nabokov: ethical transgression = moral corruption and exposure of societal blindness.
   4. Final thought: Revelation through transgression is not always redemptive—sometimes it simply reveals how far we are willing to excuse the inexcusable.

Model Answer

In both Henrik Ibsen’s A Doll’s House and Vladimir Nabokov’s Lolita, ethical boundaries are not simply crossed—they are interrogated, complicated, and ultimately used as a tool for deeper personal and social revelation. Ibsen presents Nora’s act of forgery as a morally complex yet liberating decision that leads to an awakening of her individual identity and critique of patriarchal norms. In contrast, Nabokov portrays Humbert’s transgression as an unambiguously monstrous act, masked by poetic language and unreliable narration, which reveals disturbing truths about obsession, complicity, and the power of manipulation. Through structure, narrative voice, symbolism, and irony, both authors present ethical transgression not as a flat violation of right and wrong, but as a lens through which individuals and societies can be more clearly understood.

Each protagonist commits an act that violates clear ethical or legal standards, yet the tone and literary framing of these acts diverge significantly. In A Doll’s House, Nora forges her father’s signature to obtain a loan, motivated by love and desperation. Ibsen, writing in a realist tradition, situates this act within a highly constrained domestic space, emphasising how societal structures—particularly legal and gender systems—limit her moral options. The use of dialogue and stage directions reinforces this: Nora moves frantically, often infantilised by Torvald’s patronising pet names, which enhances the sense of her psychological entrapment. The forgery is not framed as criminal, but as morally courageous, even if legally suspect. Meanwhile, in Lolita, Humbert Humbert's transgression is far more egregious: he seduces, manipulates, and repeatedly abuses a child, Dolores Haze. However, Nabokov’s use of first-person unreliable narration, allusion, and lyrical prose cloaks the horror of Humbert’s actions in aesthetic charm. His opening line—“Lolita, light of my life, fire of my loins”—is drenched in alliteration, metaphor, and sensual rhythm, drawing the reader into his deluded worldview. This tension between style and subject matter forces the reader to confront how language can obscure or distort moral reality.

For both Nora and Humbert, their transgressions are also pathways to personal revelation, though the nature of that revelation is markedly different. In A Doll’s House, Nora’s decision ultimately becomes the catalyst for her psychological emancipation. Ibsen’s climactic use of symbolism—the infamous “door slam” as she leaves Torvald—represents a literal and metaphorical closing of one chapter and the beginning of selfhood. Her line—“I believe that I am first and foremost a human being”—is both a declaration of agency and a rebuke of social roles. Ibsen’s structural build-up, with tension mounting through small revelations (Krogstad’s letter, Torvald’s reaction), leads to this final act of moral clarity. In Lolita, however, Humbert’s moment of reflection is undercut by narcissism and self-pity. His later confession—“I was a monster, but I loved you”—is shaped by paradox, and Nabokov’s manipulation of free indirect discourse blurs sincerity with self-justification. Unlike Nora, Humbert does not undergo meaningful transformation; rather, his “revelation” serves to expose the limits of self-awareness when mediated through obsession and guilt.

Beyond personal change, both texts use ethical transgression as a means of social commentary. Ibsen, writing in 19th-century Norway, uses the domestic space as a microcosm of societal inequality. Nora’s ethical breach exposes the hypocrisy of a society that demands obedience from women while offering them neither autonomy nor protection. The legal system penalises her for her forgery, but not Torvald for his moral cowardice. Ibsen’s use of dialogic contrast—between Torvald’s moral platitudes and Nora’s growing independence—highlights the gendered double standards of Victorian ethics. Nabokov’s commentary is more layered and sinister. By constructing a protagonist whose charm manipulates the reader as much as his victim, he critiques not only Humbert, but the cultural aestheticisation of abuse, the romanticising of obsession, and the failure of institutions (schools, parents, doctors) to protect vulnerable individuals. Nabokov’s frequent use of intertextual references—to Poe, Dante, and even fairy tales—creates a narrative web of illusion, showing how easily stories can disguise abuse. In both cases, the authors use literary technique to turn transgression into a mirror—reflecting the flaws and contradictions of their respective societies.

Despite these similarities, the ethical implications and consequences of the transgressions differ starkly. Nora is ultimately portrayed as a figure of moral clarity and courage, her decision to leave framed not as abandonment but as liberation. Ibsen’s use of a three-act structure, progressing from domestic deception to moral reckoning, reinforces the idea that ethical lines must sometimes be crossed in order to grow. In contrast, Humbert’s transgression leaves only destruction in its wake—Lolita dies, Humbert ends in prison, and any revelation is tarnished by his continued self-centering. Nabokov offers no redemption, only an exposure of how language, culture, and charisma can mask predation. Thus, while both authors use transgression to provoke personal and societal reflection, the moral tone of each text diverges sharply: Ibsen suggests ethical boundary-crossing can be redemptive; Nabokov insists it is often irredeemable.

In conclusion, both A Doll’s House and Lolita present the crossing of ethical boundaries as a route to profound personal and social revelation, but their approaches differ significantly. Ibsen portrays Nora’s act as a necessary rebellion that reveals both individual strength and societal hypocrisy. Nabokov, in contrast, crafts Humbert’s transgression as a disturbing, morally corrosive act whose seductive presentation implicates the reader in the ethical questioning. Through techniques such as structure, symbolism, narration, irony, and tone, both authors transform ethical violations into platforms for deeper exploration of morality, identity, and social critique. Ultimately, they ask: What do we learn when boundaries are broken—and who pays the price for that knowledge?

3. Theme: Barriers / Obstacles

Sample Question: Discuss how and to what effect authors present barriers — physical, psychological, or societal — in two of the works you have studied.

Texts: A Streetcar Named Desire by Tennessee Williams and The Handmaid’s Tale by Margaret Atwood

Essay Outline

1. Introduction
   1. Contextualise the theme: Barriers—whether internal or external—are forces that prevent characters from achieving autonomy, connection, or identity.
   2. Introduce texts:
      1. Atwood presents barriers through a dystopian regime that controls women’s minds and bodies.
      2. Williams focuses on emotional repression and societal judgment that trap Blanche in delusion.
   3. Thesis Statement: Both Atwood and Williams depict barriers as powerful, often invisible forces that isolate, destabilise, and ultimately destroy individuals. While Atwood critiques authoritarian systems through physical and ideological barriers, Williams explores how psychological trauma and social expectations trap women in destructive emotional patterns.
2. Body Paragraph 1 – Psychological Barriers
   1. Point: Characters are emotionally or mentally trapped by past trauma or internalised fear.
   2. Evidence:
      1. Handmaid’s Tale: Offred’s disconnection from her past self (“We were the people who were not in the papers. We lived in the blank white spaces at the edges of print.”)
      2. Streetcar: Blanche’s delusions and trauma manifest through “I don’t want realism. I want magic!”
   3. Techniques:
      1. Handmaid’s Tale: First-person interior monologue, fragmented timeline, metafiction
      2. Streetcar: Expressionist devices, symbolism (paper lantern), stage directions
      3. Effect: Psychological barriers deconstruct identity, trapping women in mental spaces shaped by fear, shame, or loss.
3. Body Paragraph 2 – Societal and Gendered Barriers
   1. Point: Social structures reinforce gender inequality, controlling women’s agency.
   2. Evidence:
      1. Handmaid’s Tale: Gilead’s laws reduce women to reproductive functions (“A rat in a maze is free to go anywhere, as long as it stays inside the maze.”)
      2. Streetcar: Blanche is condemned for her sexuality, while Stanley is empowered by toxic masculinity.
   3. Techniques:
      1. Handmaid’s Tale: Biblical allusion, ritualistic repetition, dystopian setting
      2. Streetcar: Power dynamics in dialogue, stage symbolism, male dominance in space
   4. Effect: Both texts show how society punishes female independence and upholds double standards.
4. Body Paragraph 3 – Physical and Environmental Barriers
   1. Point: The characters are physically confined by settings that reflect their lack of freedom.
   2. Evidence:
      1. Handmaid’s Tale: The Red Center, Commander’s house – claustrophobic, surveilled spaces.
      2. Streetcar: Two-room apartment – no escape from Stanley’s presence.
   3. Techniques:
      1. Handmaid’s Tale: Repetition of controlled rituals, spatial imagery, symbolism (wings, uniforms)
      2. Streetcar: Sound effects (streetcar, polka music), symbolic use of light and space
   4. Effect: Confinement in both texts mirrors the characters’ limited options and mental deterioration.
5. Conclusion
   1. Reaffirm thesis: Both authors present barriers as tools of patriarchal or institutional control that shape, distort, or destroy identity.
   2. Atwood: systemic oppression leads to cognitive dissonance and dehumanisation.
   3. Williams: social shame and trauma create emotional exile and madness.
   4. Final thought: Both texts argue that the most dangerous barriers are those internalised, as they strip characters of hope, memory, and voice.

Model Answer

Barriers—whether psychological, societal, or physical—are not just challenges that characters must confront. In both Margaret Atwood’s The Handmaid’s Tale and Tennessee Williams’ A Streetcar Named Desire, barriers are used to reveal the fragility of identity, the weight of gendered expectations, and the consequences of emotional or social isolation. Atwood presents barriers as part of an institutionalised dystopian regime that strips women of their autonomy and reduces them to vessels of reproduction. Williams, meanwhile, constructs a personal tragedy shaped by psychological trauma and rigid gender norms, where barriers form within the mind and the home. Through distinct literary forms and techniques, both authors portray barriers as mechanisms that confine, isolate, and ultimately destroy those who cannot conform.

Both authors begin with characters who are psychologically trapped. In The Handmaid’s Tale, Offred suffers from disassociation, forced to sever herself from memories of her daughter, husband, and freedom. Her internal voice is filled with fragmented reflection: “We were the people who were not in the papers. We lived in the blank white spaces at the edges of print.” Atwood uses first-person narration, non-linear structure, and metafictional commentary to show how Offred constructs an interior world as a defense mechanism. The psychological barrier lies not just in her external oppression, but in her own need to forget, compartmentalise, and survive. Similarly, in A Streetcar Named Desire, Blanche DuBois is imprisoned by her past—the death of her young husband, the loss of Belle Reeve, and social ostracisation due to her sexual history. Her reliance on fantasy is encapsulated in the line: “I don’t want realism. I want magic!” Williams externalises her mental state through expressionist devices: the Varsouviana polka, the paper lantern, and the use of dim lighting. These symbols serve as fragile protections against a world she finds unbearable. In both texts, the characters’ mental barriers protect them from truth—but ultimately isolate them further, making reintegration into reality impossible.

Beyond the psychological, both texts present societal and gendered barriers as oppressive forces. Atwood’s Gilead is a theocratic patriarchy where women are valued solely for fertility. Handmaids are stripped of their names, confined by ritual, and robbed of individual identity. “A rat in a maze is free to go anywhere, as long as it stays inside the maze.”This metaphor chillingly captures the illusion of autonomy within a system of complete control. Atwood’s use of biblical language, ritualistic repetition, and symbolic uniforms reinforces how society enforces obedience through ideology. In Streetcar, Blanche faces societal judgment not through laws, but through cultural expectations of female purity and propriety. Stanley, the embodiment of brute male realism, asserts dominance over her not just physically but morally. Williams contrasts dialogue tone and rhythm between Blanche’s poetic nostalgia and Stanley’s curt aggression to show the power imbalance. While Blanche is destroyed for her emotional vulnerability and sexual history, Stanley is permitted violence. In both texts, societal barriers reflect gendered double standards, where women who transgress are punished—either with silence or madness.

The physical environments in each text also reflect the constraints imposed on the characters. Offred is confined to sterile rooms, watched by Eyes, guarded by Angels. The ritual of the Ceremony, in which the Commander has sex with her while she lies between Serena Joy’s legs, symbolises the complete invasion of body and space. Atwood’s symbolism of wings, veils, and red garments reinforces the visual stripping of individuality. In Streetcar, Blanche is physically confined in the cramped New Orleans apartment, which offers no escape from Stanley’s presence. The stage directionsheighten this claustrophobia—Williams uses the setting as a character in itself, with sound effects (streetcar, trains)mirroring emotional intensity. The lack of doors, the forced proximity, and the oppressive heat all create an atmosphere of inescapable confrontation. These spaces are not simply backdrops—they embody the emotional and social walls that press upon the characters, leaving them nowhere to hide.

While the form and tone of the two texts differ—Atwood’s novel is speculative and politically expansive, while Williams’ play is lyrical and intimate—both authors depict barriers as mechanisms of control, alienation, and collapse. Offred’s internal monologue becomes a site of resistance but also a record of emotional erasure: she constantly forgets or censors her own past. Blanche, too, constructs illusion after illusion, until she no longer knows what is real. Their downfalls are not sudden, but slow erasures of identity. Importantly, both authors suggest that these barriers are not just external—they become internalised, absorbed by the characters themselves. Offred self-censors. Blanche self-deludes. In doing so, the authors reveal how barriers become most destructive when they are no longer recognised as barriers at all.

In conclusion, both The Handmaid’s Tale and A Streetcar Named Desire present barriers—psychological, societal, and physical—not simply as obstacles, but as the very architecture of oppression. Through a range of literary devices including narrative voice, symbolism, form, and setting, Atwood and Williams show that these barriers are invisible cages, slowly enclosing their protagonists until resistance or survival is no longer possible. What makes their tragedies so powerful is that the characters once had freedom—and now live in the shadow of its loss.

4. Theme: Appearance vs. Reality

Sample Question: “Nothing is as it seems.” Discuss how authors explore the tension between appearance and reality in two of the works you have studied.

Texts: Macbeth by William Shakespeare and The Great Gatsby by F. Scott Fitzgerald

Essay Outline

1. Introduction
   1. Context: The conflict between appearance and reality is a driving force in both Macbeth and The Great Gatsby, where ambition, guilt, and self-image lead characters to construct false realities.
   2. Thesis Statement:
      Both Shakespeare and Fitzgerald explore how the desire for power and idealism leads characters to create and cling to illusions. Through dramatic irony, symbolism, and structure, the authors reveal the destructive power of self-deception and false appearances.
2. Body Paragraph 1 – Characters Projecting False Selves
   1. Point: Macbeth and Gatsby construct outward identities that mask internal truths.
   2. Evidence:
      1. Macbeth: After Duncan’s murder, Macbeth maintains a loyal front — “False face must hide what the false heart doth know.”
      2. Gatsby: Creates a glamorous identity to hide his poor origins — lavish parties, reinvention as “Oxford man.”
   3. Techniques:
      1. Macbeth: Dramatic irony, aside/soliloquy, symbolism of masks and darkness
      2. Gatsby: Narrative perspective, setting (West Egg mansion), symbolism (clothes, cars)
   4. Effect: These illusions help characters gain social and political power but eventually unravel, revealing instability beneath the surface.
3. Body Paragraph 2 – Illusion vs Truth in Others' Perception
   1. Point: Other characters are misled by appearances, creating dramatic irony and building tension.
   2. Evidence:
      1. Macbeth: Duncan trusts Macbeth, ironically calling his castle “a pleasant seat” just before being murdered.
      2. Gatsby: Daisy and others buy into Gatsby’s myth—until reality intrudes with violence and disillusionment.
   3. Techniques:
      1. Macbeth: Irony, symbolism (blood, hallucinations)
      2. Gatsby: Foreshadowing, symbolism (green light, valley of ashes)
   4. Effect: In both texts, others’ inability to perceive truth contributes to tragedy.
4. Body Paragraph 3 – Collapse of Illusion and Return to Reality
   1. Point: The tension between appearance and reality becomes unsustainable, leading to collapse.
   2. Evidence:
      1. Macbeth: Haunted by guilt, hallucinations blur his grip on reality — “Is this a dagger which I see before me?”
      2. Gatsby: His dream dies with his murder, and the illusion of his “greatness” fades — even Daisy vanishes.
   3. Techniques:
      1. Macbeth: Tragic structure, hallucinations, blood imagery
      2. Gatsby: Narrative voice of Nick, juxtaposition of fantasy and disillusion, funeral scene symbolism
   4. Effect: The breakdown of illusion reveals a hollow core — ambition and idealism ultimately destroy those who believe too strongly in surfaces.
5. Conclusion
   1. Reaffirm thesis: Both Shakespeare and Fitzgerald use the appearance vs reality theme to critique ambition, idealism, and self-deception.
   2. Macbeth: illusion is a tool for power that leads to guilt and madness.
   3. Gatsby: illusion is a romantic fantasy that ends in emptiness and death.
   4. Final thought: In both texts, nothing is as it seems, and the tragic consequences show the danger of mistaking appearance for truth.

Model Answer

In both William Shakespeare’s Macbeth and F. Scott Fitzgerald’s The Great Gatsby, the authors construct dramatic narratives where appearances mask unsettling realities. Both protagonists carefully curate public identities—Macbeth as a loyal thane, Gatsby as a self-made aristocrat—but beneath these façades lie ambition, deception, and deep insecurity. As these illusions unravel, the authors reveal the personal and societal dangers of mistaking surface for substance. Through dramatic irony, symbolism, soliloquy, and narrative perspective, Shakespeare and Fitzgerald explore how the tension between appearance and reality becomes central to the tragedy that unfolds in each work.

To begin, both Macbeth and Gatsby carefully construct false appearances to conceal their ambitions and flaws. In Macbeth, Shakespeare introduces a world where “fair is foul, and foul is fair”, immediately establishing that appearances are unreliable. Macbeth, once hailed as a noble hero, adopts a mask of honour to cloak his growing desire for power. After plotting Duncan’s murder, he declares: “False face must hide what the false heart doth know,” signalling his willingness to embrace deception. Shakespeare’s use of soliloquy and metaphor here reveals the conscious performance Macbeth adopts to achieve his goals.

Likewise, Gatsby in Fitzgerald’s novel reinvents himself entirely—rising from James Gatz, a poor farmer’s son, to “Jay Gatsby,” the mysterious millionaire of West Egg. Gatsby hosts extravagant parties and wears expensive suits to project wealth and status, all in pursuit of an idealised version of love. Fitzgerald uses setting, costume imagery, and narrative ambiguity to illustrate Gatsby’s fabrication: his yellow car, Oxford backstory, and lavish mansion become symbols of his constructed identity. In both texts, surface appearance is deliberately manipulated to achieve personal ends—though while Macbeth seeks political power, Gatsby seeks romantic fulfilment.

Both authors further develop the theme through the deception of others, using dramatic irony to expose the tension between what characters believe and what the audience knows. In Macbeth, Duncan’s trust in Macbeth is tragically misplaced. When he arrives at Inverness, he remarks on the castle’s “pleasant seat”, unaware that Macbeth is plotting his murder. The audience, however, is painfully aware—Shakespeare uses this ironic contrast to emphasise the danger of mistaking appearance for truth.

Fitzgerald takes a more subtle but equally effective approach in The Great Gatsby, using Nick Carraway’s first-person narration to gradually peel away Gatsby’s façade. Early in the novel, Gatsby is shrouded in rumour—many guests at his parties don’t even know him. Daisy, too, is seduced by Gatsby’s charm but ultimately returns to the protection of her marriage with Tom. Here, Fitzgerald uses narrative delay, unreliable gossip, and the symbolism of Gatsby’s parties to show how society is complicit in the illusion. Both texts highlight how misperception is sustained by social blindness, and how characters become victims of their own lies—or those of others.

A crucial layer of this theme is self-deception—the illusion not only of how others see the character, but how characters see themselves. Macbeth becomes increasingly deluded, interpreting ambiguous prophecies as guarantees of invincibility. His famous vision—“Is this a dagger which I see before me?”—marks a moment where illusion and reality begin to blur. Shakespeare uses hallucination, blood imagery, and disjointed language to represent Macbeth’s fractured mental state. He believes he can control fate through violence, but the illusion of power collapses into paranoia and guilt.

Gatsby, too, is trapped by his own idealism. He cannot accept that Daisy may never have truly loved him, and clings to the fantasy that the past can be reclaimed: “Can’t repeat the past? Why of course you can!” Fitzgerald uses the green light as a recurring symbol of Gatsby’s dream—bright, distant, and ultimately unattainable. Even when confronted with the truth of Daisy’s shallowness and Tom’s cruelty, Gatsby continues to believe in his constructed reality. Both authors use these moments of symbolic collapse to illustrate how self-deception drives characters toward tragic ends.

Finally, Shakespeare and Fitzgerald use the collapse of illusion to critique societies obsessed with status and image. In Macbeth, the kingdom descends into tyranny, ruled by fear and suspicion. Macbeth’s illusion of power is unsustainable—once reality pierces his appearance, he is isolated and destroyed. Shakespeare’s tragic structure, culminating in Macbeth’s death and Malcolm’s restoration, reinforces that truth must eventually conquer illusion.

In The Great Gatsby, Gatsby’s death symbolises the death of the American Dream. Though admired by many, he dies alone, abandoned even by Daisy. Fitzgerald underscores this emptiness in Nick’s reflection: “They were careless people... they smashed up things and creatures and then retreated back into their money.” The illusion of love, class, and identity has evaporated, revealing a society driven by superficial values. Both authors close their texts by revealing that beneath the glittering appearance lies profound moral failure—and both protagonists are casualties of their own myths.

In conclusion, both Macbeth and The Great Gatsby interrogate the theme “nothing is as it seems” by exposing how appearances are constructed, misinterpreted, and ultimately destroyed. Through symbolism, irony, narrative structure, and psychological characterisation, Shakespeare and Fitzgerald demonstrate that illusion may be powerful—but it cannot endure. Whether in the ambition of a Scottish thane or the dream of a self-made millionaire, the pursuit of illusion leads to ruin when reality inevitably reasserts itself.

5. Theme: Opposites / Contrasts

Sample Question: Discuss how opposition or contrast is used to shape meaning in two of the works you have studied.

Texts: Hamlet by William Shakespeare and The Catcher in the Rye by J.D. Salinger

Essay Outline

1. Introduction
   1. Context: Literary works often rely on contrast to illuminate character development, thematic tension, or societal critique.
   2. Overview:
      1. In Hamlet, Shakespeare uses oppositions between action and hesitation, appearance and reality, and life and death to explore existential anxiety and moral conflict.
      2. In The Catcher in the Rye, Salinger contrasts childhood innocence with adult phoniness, and external rebellion vs internal vulnerability to reveal the alienation of adolescence.
   3. Thesis Statement: Both Shakespeare and Salinger use opposition and contrast as central structural and thematic devices to convey inner turmoil and critique social values. These opposing forces drive the protagonists’ internal conflict and reveal their struggle to find truth and authenticity in a disordered world.
2. Body Paragraph 1 – Action vs Inaction / Rebellion vs Withdrawal
   1. Point: Both Hamlet and Holden are paralysed by indecision and internal conflict, creating dramatic and emotional tension.
   2. Evidence:
      1. Hamlet: Delay in avenging his father → “Thus conscience does make cowards of us all.”
      2. Catcher: Holden criticises everything but does little to change his circumstances.
   3. Techniques:
      1. Hamlet: Soliloquy, antithesis, rhetorical questions
      2. Catcher: Colloquial language, stream of consciousness, internal monologue
   4. Effect: Both authors use opposition between thought and action to expose the psychological paralysis of their protagonists.
3. Body Paragraph 2 – Appearance vs Reality / Authenticity vs Phoniness
   1. Point: Both protagonists wrestle with the dissonance between what people appear to be and what they truly are.
   2. Evidence:
      1. Hamlet: Deception at court – Claudius’ false piety, Rosencrantz and Guildenstern’s betrayal.
         → “That one may smile, and smile, and be a villain.”
      2. Catcher: Holden’s constant accusations of “phoniness” in adults and institutions.
   3. Techniques:
      1. Hamlet: Dramatic irony, motif of disguise and spying, metaphor
      2. Catcher: Repetition of “phony”, symbolism (red hunting hat), narrative tone
   4. Effect: These contrasts reveal the protagonists’ longing for truth and their mistrust of the world around them.
4. Body Paragraph 3 – Youth vs Maturity / Life vs Death
   1. Point: Both texts contrast youth and innocence with adult corruption, as well as life’s vitality with its inevitable decay.
   2. Evidence:
      1. Hamlet: Obsession with death – graveyard scene, skull of Yorick → “Alas, poor Yorick!”
      2. Catcher: Holden’s dream of being the “catcher” who saves children from falling into adulthood.
         → “If they’re running and they don’t look where they’re going, I have to come out from somewhere and catch them.”
   3. Techniques:
      1. Hamlet: Imagery of decay, symbolism of graves/skulls, existential tone
      2. Catcher: Symbolism (carousel, museum), nostalgic tone, childlike diction
   4. Effect: Contrast between innocence and experience shapes the protagonists’ view of the world—and deepens their internal struggle to find purpose.
5. Conclusion
   1. Reaffirm thesis: Shakespeare and Salinger use opposition as a central structuring device to convey their protagonists’ moral and emotional conflicts.
   2. Hamlet: Contrasts drive the tragic arc and philosophical depth.
   3. Catcher: Contrasts define Holden’s alienation and desire for purity in a corrupt world.
   4. Final thought: In both texts, meaning is shaped not by clarity or resolution, but by the tension between what is and what could be.

Model Answer

In both William Shakespeare’s Hamlet and J.D. Salinger’s The Catcher in the Rye, opposition and contrast are central devices used to shape meaning. These texts explore tension between action and inaction, truth and illusion, and innocence and maturity, using these contrasts to reflect the protagonists’ emotional and philosophical struggles. While Hamlet is consumed by existential uncertainty and delayed vengeance, Holden is paralysed by disillusionment and a desperate desire to preserve innocence. Through structural tension, tone, characterisation, and recurring motifs, Shakespeare and Salinger reveal that meaning is found not in resolution, but in the turbulence between conflicting forces.

One of the most prominent oppositions in both texts is the tension between thought and action, which becomes a source of internal paralysis for both protagonists. Hamlet spends much of the play grappling with the moral implications of avenging his father’s murder. His famous soliloquy—“Thus conscience does make cowards of us all”—reveals his tendency to overanalyse rather than act, and Shakespeare uses antithesis, rhetorical questions, and soliloquy structureto emphasise Hamlet’s fragmented psyche. Although he is urged to take revenge, his intellect and ethical sensitivity prevent him from doing so impulsively. Similarly, Holden Caulfield in The Catcher in the Rye constantly criticises the world around him—calling people “phony,” lamenting adult hypocrisy, and fantasising about escape—but rarely acts on his feelings. His energy is internalised through a wandering narrative voice that reflects his stasis. Salinger’s use of stream of consciousness and digressive narration mirrors Holden’s mental looping, where desire for authenticity never materialises into meaningful change. In both texts, this contrast between what is thought and what is done contributes to a sense of disconnection from the world—and deepens the characters’ alienation.

A second key contrast lies in the theme of appearance versus reality, particularly in how the protagonists perceive those around them. Hamlet is acutely aware of deception at court, especially the duplicity of Claudius, who presents himself as a gracious ruler but is in fact a fratricidal usurper. Hamlet notes, “That one may smile, and smile, and be a villain,”highlighting the performative nature of power. Shakespeare reinforces this through the motif of disguise and eavesdropping, where characters are frequently watched or manipulated through misdirection. In The Catcher in the Rye, Holden similarly perceives a disjunction between how people act and who they really are. He often complains about actors, teachers, and adults who behave in inauthentic ways. The repetition of the word “phony” becomes a verbal symbol of his distrust. Yet Holden, too, lies and constructs false identities—calling himself “Rudolf Schmidt” to a stranger—revealing that the line between truth and performance is blurred. Salinger uses narrative irony to show that Holden is often unaware of his own contradictions. Both texts show that disillusionment with the external world stems from an inability to reconcile surface appearances with internal realities.

Another major opposition explored in both works is that between youth and maturity, or innocence and experience. For Hamlet, this takes the form of an obsessive preoccupation with mortality and decay. The graveyard scene, where Hamlet contemplates the skull of Yorick, becomes a powerful symbol of the tension between life and death: “Alas, poor Yorick! I knew him, Horatio.” Shakespeare uses gruesome imagery, black humour, and existential rhetoric to reflect on the inevitability of death and the futility of human achievement. Holden, meanwhile, is terrified of growing up, equating adulthood with loss of honesty, spontaneity, and emotional connection. His dream of being the “catcher in the rye”—a protector who saves children from falling off a cliff—symbolises his resistance to the adult world. “If they’re running and they don’t look where they’re going, I have to come out from somewhere and catch them,” he says, painting a vivid metaphor for suspended innocence. Salinger uses childlike diction, nostalgic tone, and symbols like the museumand carousel to represent Holden’s longing for a world that does not change. While Hamlet is forced to confront death and face existential collapse, Holden attempts to resist change altogether, though ultimately learns to accept a small measure of emotional growth.

By positioning their protagonists at the heart of these opposing forces, both Shakespeare and Salinger create meaning through the tension, not the resolution, of conflict. Hamlet’s tragic arc is defined by delay and philosophical indecision—he cannot reconcile his sense of justice with his fear of damnation. Salinger’s Holden similarly avoids resolution, wandering through New York seeking connection, while constantly retreating into cynicism. In both cases, opposition becomes a lens through which the reader explores the instability of identity, the pressure of social roles, and the complexity of emotional experience.

In conclusion, Shakespeare and Salinger use contrast and opposition to shape meaning by placing their protagonists in conflict with themselves and the world around them. Hamlet’s vacillation between revenge and reflection, and Holden’s struggle between innocence and alienation, reveal how internal contradictions become sources of insight. Through their use of language, structure, symbolism, and perspective, both authors demonstrate that truth lies not in clarity—but in the grey space between polarities.

6. Theme: Time

Sample Question: How do authors of two works you have studied explore the concept of time?

Texts: Dune by Frank Herbert and King Lear by William Shakespeare

Essay Outline

1. Introduction
   1. Context: Time in literature is often tied to cycles of power, generational change, and human limitation.
   2. Overview:
      1. In Dune, Herbert presents time as something prophetic and manipulated, exploring the tension between free will and destiny.
      2. In King Lear, Shakespeare frames time as a tragedy of misjudgement, aging, and decay, where characters only gain insight when it is too late.
   3. Thesis Statement: Both Herbert and Shakespeare explore time as a force that reveals the limits of human understanding. Through structure, character transformation, and symbolism, they show how power and knowledge are deeply shaped by time—whether accelerated toward a destined future or unravelled in the face of aging and regret.
2. Body Paragraph 1 – Time and Power / Legacy
   1. Point: Both texts link time to shifting power and the desire to leave a legacy.
   2. Evidence:
      1. Dune: Paul Atreides is burdened by visions of the future and the legacy of his house.
      2. King Lear: Lear’s abdication of the throne leads to power collapse; he hopes to control time by choosing his legacy but fails.
   3. Techniques:
      1. Dune: Flash-forward visions, nonlinear prophecy, epigraphs from future history
      2. King Lear: Irony, symbolism (storm, blindness), tragic structure
   4. Effect: Both authors show how misunderstanding or attempting to control time leads to downfall and chaos.
3. Body Paragraph 2 – Time and Character Transformation
   1. Point: Time becomes the catalyst for characters’ growth or descent.
   2. Evidence:
      1. Dune: Paul evolves from a boy to the messianic Muad’Dib, shaped by time-bound prophecy.
      2. King Lear: Lear moves from arrogance to insight—too late—realising “I am a very foolish fond old man.”
   3. Techniques:
      1. Dune: Mythic tone, development through temporal gaps, internal monologue
      2. King Lear: Catharsis, emotional contrast, symbolic regression
   4. Effect: Time is transformative in both texts, but its revelations come with irreversible cost.
4. Body Paragraph 3 – Time, Mortality, and Fate
   1. Point: Time ultimately enforces mortality and limits human control.
   2. Evidence:
      1. Dune: Paul’s awareness of the jihad he cannot prevent—tragedy of knowing the future.
      2. King Lear: Death of Cordelia and Lear’s collapse → futility of trying to master fate or delay death.
   3. Techniques:
      1. Dune: Prophetic tone, symbolic visions, cyclical motifs
      2. King Lear: Dramatic irony, somber pace, death as inevitability
   4. Effect: In both texts, time enforces limits—on love, rule, and life itself.
5. Conclusion
   1. Reaffirm thesis: Herbert and Shakespeare use time not as a backdrop, but as an active force that shapes and ultimately humbles humanity.
   2. Dune explores time as myth and burden; King Lear as tragic hindsight.
   3. Final thought: Both works ask us to consider how far we can truly see—forward or back—and whether understanding time changes the course of fate.

Model Answer

In both Frank Herbert’s Dune and William Shakespeare’s King Lear, time is not a passive backdrop, but an active and often destructive force that governs power, identity, and fate. Each author explores time through different lenses: Herbert presents time as a mythic, cyclical burden tied to prophecy and political control, while Shakespeare depicts time as an irreversible, tragic force that leads to decay, madness, and regret. Through structure, symbolism, and character transformation, both writers interrogate the limits of human foresight and the consequences of trying to master time’s flow.

In both Dune and King Lear, time is intimately tied to power and legacy. In Dune, Paul Atreides is shaped by a prophetic vision of the future—one that allows him to foresee a jihad in his name, yet leaves him helpless to prevent it. “I cannot choose... I’m a seed,” Paul reflects, suggesting that knowledge of time does not equate to control over it. Herbert weaves time structurally into the novel through epigraphs from future historians, creating a cyclical sense of inevitability. Time is not a linear progression, but a preordained myth constructed through religion, politics, and fate.

Conversely, in King Lear, time is a linear path to collapse, accelerated by Lear’s flawed attempt to control the futureby dividing his kingdom. His dismissal of Cordelia with “Nothing will come of nothing” sets in motion his tragic downfall. Shakespeare uses irony and the arc of classical tragedy to illustrate how time punishes human arrogance. Lear’s actions ignite a sequence of events he cannot reverse. In both texts, the failure to understand or respect time’s nature results in the unraveling of power and identity.

Time also serves as a catalyst for character transformation. In Dune, Paul’s rapid ascent from noble heir to prophetic figure is driven by his temporal insight. His visions allow him to perceive time as a web of branching futures. Yet this expanded perception alienates him from his humanity. His statement, “This vision is a trap,” reveals the paradox of prophecy: by seeing too much, he loses the ability to act freely. Herbert disrupts the narrative’s linearity through prescient interludes and fragmented temporal perspectives, reinforcing time as a heavy, omnipresent burden.

In King Lear, the transformation is slower, more human, and ultimately tragic. Lear begins the play proud and delusional, and only through suffering and the passage of time does he arrive at insight. During the storm scene, Lear laments, “I am a very foolish fond old man,” acknowledging the self-deception that time has made clear. Shakespeare externalises this change through natural symbolism (the storm) and internal breakdown (madness). While Paul’s tragedy lies in knowing too much too soon, Lear’s lies in understanding everything too late. In both cases, time transforms but also isolates the protagonist.

Finally, both texts confront the relationship between time, mortality, and fate. In Dune, Paul is haunted by the deathsthat will follow his rise to power. The desert becomes a metaphor for timelessness—harsh, eternal, unchanging. The spice, which grants Paul’s prescience, links time to addiction and manipulation. Knowing the future does not prevent its horror. In King Lear, death arrives not through foresight but through shock and devastation. Lear’s grief over Cordelia’s death—“Never, never, never, never, never!”—is fragmented by caesura and repetition, collapsing time into grief. Shakespeare uses imagery of darkness, decay, and silence to reinforce time’s inevitability. In both texts, time strips away illusion, revealing the limits of human control.

In conclusion, Dune and King Lear offer two visions of time: one cosmic and mythic, the other personal and tragic. Both authors suggest that time is indifferent to human desire—whether one tries to see it, like Paul, or manage it, like Lear. Each is ultimately met with loss, transformation, and collapse. Through structure, symbolism, and character arcs, Herbert and Shakespeare show that time is not merely something that passes—but something that defines, consumes, and reveals what it truly means to be human

7. Theme: Generations / Youth vs Age

Sample Question: How do two of the works you have studied present generational conflict or difference?

Texts: A View from the Bridge by Arthur Miller and Pachinko by Min Jin Lee

Essay Outline

1. Introduction
   1. Context: Generational conflict is a recurring theme in literature, often revealing deeper tensions around identity, tradition, and progress.
   2. Overview:
      1. In A View from the Bridge, Miller explores the emotional and cultural clash between traditional immigrant values and the aspirations of the younger generation.
      2. In Pachinko, Lee examines how history, shame, and survival shape divergent worldviews across generations of a Korean family in Japan.
   3. Thesis Statement: Both texts present generational difference as a source of emotional tension and cultural fragmentation. Through narrative structure, characterisation, and literary techniques such as dialogue, symbolism, and shifting perspective, Miller and Lee show how individuals from different generations struggle to understand one another across the divides of time, trauma, and change.
2. Body Paragraph 1 – Clashing Values and Identity
   1. Point: Generational conflict arises from younger characters rejecting the cultural, gendered, and moral expectations imposed by older family members.
   2. Evidence (A View from the Bridge):
      1. Catherine seeks independence (job, relationship) while Eddie clings to conservative gender roles.
      2. Quote: “You can’t act the way you act. You still walk around in front of him in your slip.”
      3. Eddie’s tone is paternal, but his discomfort hints at a deeper possessiveness.
   3. Evidence (Pachinko):
      1. Noa becomes ashamed of his Korean identity and distances himself from his mother and heritage.
      2. Quote: “I’m not your son anymore.”
      3. His rejection is quiet but devastating—marked by internalised prejudice and shame.
   4. Explanation:
      1. Miller uses stage directions and realistic, emotionally charged dialogue to dramatise generational tension in the household.
      2. Lee uses internal monologue and subtle shifts in narration to show Noa’s inner conflict.
      3. Both characters desire freedom—but at the cost of familial closeness and cultural connection.
   5. Link:
      1. These conflicts reflect the emotional rift that forms when generational values clash—particularly when older characters fail to see that younger ones are shaped by different social environments.
3. Body Paragraph 2 – The Weight of History and Experience
   1. Point: Older characters often act from places of trauma, survival, or duty—contexts the younger generation struggles to understand or appreciate.
   2. Evidence (A View from the Bridge):
      1. Eddie sees Rodolpho as a threat not only to Catherine but to traditional masculinity and family order.
      2. Marco and Eddie’s worldview shaped by sacrifice and honour, not personal freedom.
   3. Evidence (Pachinko):
      1. Sunja’s sacrifices—accepting shame, surviving war—lead her to hold tightly to family, duty, and resilience.
      2. Contrast with Solomon, who seeks acceptance in Japanese corporate society, unaware that merit alone will not erase racial bias.
   4. Explanation:
      1. Miller employs Alfieri’s narration as a form of classical Greek chorus to reflect on generational decline and noble tragedy.
      2. Lee’s intergenerational narrative structure provides direct contrasts between generations’ perspectives, showing how memory and history shape behaviour.
   5. Link:
      1. Both authors suggest that misunderstanding between generations stems from unshared experiences—trauma on one side, modern freedom or denial on the other.
4. Body Paragraph 3 – Repetition, Consequences, and Inherited Struggles
   1. Point: Generational conflict often ends in rupture, but it also reveals how unresolved struggles are passed down—consciously or not.
   2. Evidence (A View from the Bridge):
      1. Eddie’s refusal to evolve causes his downfall.
      2. Alfieri reflects: “Something perversely pure calls to me from his memory.”
      3. His death is presented as both tragic and inevitable—a warning against inflexibility.
   3. Evidence (Pachinko):
      1. Solomon, despite education and privilege, still faces marginalisation and failure.
      2. Noa’s shame echoes in Solomon’s struggle to belong—a cyclical experience across generations.
   4. Explanation:
      1. Miller uses tragedy structure and foreshadowing to show the fatal consequences of generational inflexibility.
      2. Lee uses motifs of burial, naming, and silence to track inherited trauma and cultural alienation.
   5. Link:
      1. Both authors show that generational conflict doesn’t just end with one character—it reverberates across time, impacting family legacy, identity, and emotional inheritance.
5. Conclusion
   1. Restate thesis: Through characters, narrative design, and stylistic choices, Miller and Lee depict generational conflict as a powerful force rooted in cultural difference, trauma, and the tension between tradition and modernity.
   2. Final insight: Their works remind us that while younger generations may try to forge new paths, they often carry the invisible weight of the past—and the cost of that burden is often emotional, irreversible, and quietly repeated.

Model Answer

In both Arthur Miller’s A View from the Bridge and Min Jin Lee’s Pachinko, generational conflict is presented as a deep and painful divide that shapes characters' identities and destinies. Miller and Lee explore how different values, life experiences, and cultural traumas inform opposing worldviews between generations. Through the use of dialogue, narrative structure, and symbolism, both authors suggest that generational conflict is not only interpersonal but reflective of broader historical and societal shifts.

In both texts, conflict arises from clashing values and differing conceptions of identity, highlighted through dialogue and characterisation. In A View from the Bridge, Miller uses realistic, emotionally charged dialogue to convey Eddie’s discomfort with Catherine’s emerging independence. When he protests, “You can’t act the way you act. You still walk around in front of him in your slip,” the specific, visual language reflects Eddie’s controlling gaze and discomfort with generational change, especially related to gender roles. Miller’s stage directions often note Eddie’s silences, sighs, or physical distance—nonverbal cues that stylistically reinforce generational unease.

Meanwhile, in Pachinko, Lee explores generational tension through internal monologue and third-person limited narration, especially with Noa, who distances himself from his Korean heritage. His rejection of his family—“I’m not your son anymore”—is delivered in emotionally flat prose, underscoring his detachment and shame. Lee’s decision to change narrative focus with each generation mirrors how each character sees time and family differently. Through these devices, both authors effectively portray generational difference as a product of diverging cultural experiences and internalised pressures.

Moreover, both texts highlight how historical experience and trauma shape the moral framework of older generations—an experience often invisible to the young. In A View from the Bridge, Eddie and Marco are constructed as men defined by sacrifice, duty, and honour. Miller employs tragic structure and classical allusions—notably through the character of Alfieri, who serves as a modern-day Greek chorus—to elevate Eddie’s story to mythic proportions. Alfieri comments, “He allowed himself to be wholly known and for that I think I will love him more than all my sensible clients,” implying a tragic nobility in Eddie’s inability to change. The generational divide is thus framed as a moral impasse, not just a social one.

In Pachinko, Sunja’s survival of war, betrayal, and migration positions her as a symbol of endurance. Lee uses historical fiction conventions and chronological structure to trace Sunja’s values across time, contrasting them with her children’s and grandchildren’s modern sensibilities. The juxtaposition of Sunja’s modest stoicism with Solomon’s cosmopolitanism creates narrative tension, and Lee’s use of intergenerational point of view shifts gives readers insight into how each character rationalises their worldview. These stylistic choices reveal how generational misunderstanding is rooted not in failure, but in differing forms of knowledge and pain.

Finally, both authors show that generational conflict carries long-term emotional consequences, often with tragic or unresolved outcomes. In A View from the Bridge, Eddie’s refusal to accept change leads to his downfall. Miller’s use of foreshadowing and cyclical structure—from the play’s opening legal commentary to its fatal conclusion—frames Eddie’s tragedy as inevitable. Alfieri’s final reflection—“Most of the time we settle for half, and I like it better”—speaks to the generational gap between idealism and compromise. Eddie, locked into an outdated honour code, cannot "settle" for anything less than full control, and this resistance to change costs him everything. In Pachinko, generational tension plays out not in climactic violence, but in slow emotional erosion. Solomon, despite his elite education, faces the same racism and cultural alienation as his ancestors. Lee uses repetition of marginalisation and cultural erasure as a motif across generations to show how time does not always lead to progress. The fact that even modern, westernised characters experience exclusion reinforces Lee’s thematic point that history repeats itself, often in subtler forms.

In conclusion, A View from the Bridge and Pachinko use generational conflict as a lens to explore wider issues of identity, memory, and cultural transition. Through their use of dialogue, structure, symbolism, and narrative form, both Miller and Lee portray generational difference not just as a clash between individuals, but as a structural and emotional legacy. These texts remind us that the past is never fully gone—it re-emerges in the lives and choices of those who follow.

8. Theme: Gender / Control over Women

Sample Question: Discuss how two authors portray the control or subjugation of women in their respective societies.

Texts: The Handmaid’s Tale by Margaret Atwood and A Doll’s House by Henrik Ibsen

Essay Outline

1. Introduction
   1. Point: Both texts explore how patriarchal systems shape and suppress women’s identities and freedoms.
   2. Explanation: Atwood critiques extreme political control in a dystopian society, while Ibsen examines subtler but equally damaging domestic control in 19th-century Norway.
   3. Thesis: Through characterisation, symbolism, and narrative structure, both authors expose the societal, legal, and psychological mechanisms that restrict women’s agency and dignity.
2. Paragraph 1 – Social Roles and Domestic Control
   1. Point: Women are reduced to functional or decorative roles that limit their autonomy.
   2. Evidence – The Handmaid’s Tale: Offred is stripped of her name and identity; quote – “We are for breeding purposes…”
   3. Evidence – A Doll’s House: Nora is infantilised by Torvald; quote – “My little skylark… my little squirrel.”
   4. Explanation: Atwood uses internal monologue and tone to expose dehumanisation; Ibsen uses dialogue and stage directions to show patronisation.
   5. Link: Both authors reveal how societal roles act as a form of soft or overt control, reinforcing inequality through the language of care or duty.
3. Paragraph 2 – Legal and Ideological Control
   1. Point: Institutions such as religion and law enforce women’s subjugation.
   2. Evidence – The Handmaid’s Tale: Religion justifies restriction; quote – “Blessed are the meek.”
   3. Evidence – A Doll’s House: Nora cannot legally take a loan; quote – “There must be freedom for both of us.”
   4. Explanation: Atwood uses religious allusion and dystopian structure to show totalitarian oppression; Ibsen uses realism to expose everyday legal sexism.
   5. Link: Both texts suggest that systems of belief and governance are key in maintaining the subordination of women.
4. Paragraph 3 – Rebellion and Consequences
   1. Point: Female resistance—whether quiet or dramatic—comes at a personal cost but asserts agency.
   2. Evidence – The Handmaid’s Tale: Offred rebels through memory, language, and secret relationships; quote – “Nolite te bastardes carborundorum.”
   3. Evidence – A Doll’s House: Nora leaves her family to find herself; quote – “I believe that I am first and foremost a human being.”
   4. Explanation: Atwood uses internal rebellion and motifs; Ibsen uses structure and the symbolic door slam to mark transformation.
   5. Link: Despite the oppressive systems, both authors depict resistance as a form of reclaiming personhood—even when it brings suffering.
5. Conclusion
   1. Restate Thesis: Both texts explore how women are controlled by society, but also how they resist through acts of awareness and defiance.
   2. Final Insight: Though separated by time and genre, both Atwood and Ibsen suggest that the struggle for female autonomy is universal—and still ongoing.

Model Answer

Across literature, the subjugation of women is often portrayed not only through individual relationships, but through the broader structures—legal, cultural, and ideological—that underpin society. In Margaret Atwood’s The Handmaid’s Tale and Henrik Ibsen’s A Doll’s House, the control of women is presented as systemic, deeply internalised, and maintained through domestic roles, patriarchal expectations, and institutions such as religion and law. Despite their contrasting genres and contexts—dystopian fiction and 19th-century realism—both texts explore how women are confined to rigid identities, and how the path to selfhood is obstructed by the norms that bind them. Through the use of characterisation, dialogue, symbolism, and narrative structure, Atwood and Ibsen expose not only the forms of female subjugation, but also the quiet, personal revolutions that resist them.

To begin with, both authors explore how women are confined to limited roles that define them in relation to men—particularly as wives, mothers, or domestic objects. In The Handmaid’s Tale, women are categorised by social function: Handmaids for reproduction, Wives for status, Marthas for service. The protagonist, Offred, is not even allowed her real name, reinforcing her loss of identity. She observes, bitterly: “We are for breeding purposes: we aren’t concubines, geisha girls, courtesans.” Through internal monologue and a stark, dispassionate narrative tone, Atwood strips away romanticism to reveal the brutal utilitarianism of Gilead’s patriarchy. Similarly, in A Doll’s House, Nora Helmer is trapped in a role that appears comfortable but is equally confining. Her husband Torvald calls her “my little skylark”and “my little squirrel,” infantilising her through language. Ibsen uses dialogue and stage directions to show how Nora performs cheerful submission, masking her lack of agency. In both texts, female identity is reduced to function or ornament—highlighting how social roles act as subtle but powerful instruments of control.

Moreover, both Atwood and Ibsen critique the institutions—religion and law—that sustain patriarchal authority and justify female subordination. In The Handmaid’s Tale, Gilead’s theocratic regime uses scripture to enforce its rule. Women are denied literacy, property, and speech. Aunt Lydia repeatedly quotes “Blessed are the meek,” twisting scripture to compel silence and obedience. Atwood’s use of religious allusion, ritualistic structure, and dystopian exaggeration underscores the manipulation of ideology to justify oppression. In A Doll’s House, Nora’s crisis is precipitated by a legal system that refuses to recognise her autonomy. She must forge her father’s signature to save her husband, as women were not allowed to borrow money independently. Her realisation that the law values form over moral substance marks a turning point in the play. Ibsen uses naturalistic plot structure and legal conflict to expose how institutions fail to protect—or even recognise—female agency. In both cases, oppression is systemic and institutional, not merely the result of individual prejudice.

Importantly, both texts portray the consequences—and necessity—of female resistance. In The Handmaid’s Tale, Offred’s rebellion is internal, often psychological. She holds on to memories, forms secret relationships, and finds solace in the illicit phrase: “Nolite te bastardes carborundorum.” This pseudo-Latin message of defiance, scratched into her closet, becomes a symbol of resistance, passed from one woman to another. Atwood uses motifs of memory, naming, and voice to show how subversive thought itself becomes an act of rebellion. In contrast, Nora’s resistance in A Doll’s House is dramatic and outward-facing. After realising that Torvald values his reputation over her sacrifice, she chooses to leave her husband and children to pursue independence. She declares, “I believe that I am first and foremost a human being,” rejecting the roles of wife and mother as her only identity. Ibsen uses the structural climaxof the play—ending with the iconic “door slam”—to signal a radical break with convention. While Offred’s rebellion is quiet and uncertain, and Nora’s is loud and final, both acts assert a woman’s right to self-definition.

Ultimately, both authors present the subjugation of women as a product of powerful cultural forces—but they also show that resistance, however painful, is possible. In The Handmaid’s Tale, Offred’s fate is left ambiguous, but her continued narration, her memory, and her small rebellions form a kind of survival. In A Doll’s House, Nora’s decision to leave is presented as both shocking and liberating. Her path is difficult, but necessary. Through distinct stylistic approaches—Atwood’s fragmented, poetic narration and Ibsen’s sharp, realist dialogue—both texts reveal the slow awakening of consciousness that leads women to challenge the identities imposed on them.

In conclusion, The Handmaid’s Tale and A Doll’s House portray the control of women not as accidental or incidental, but as structured and maintained by society. Both Atwood and Ibsen show how patriarchal norms are internalised, institutionalised, and enforced through roles, laws, and language. Yet they also offer portraits of resistance—whether whispered or shouted—reminding us that the struggle for autonomy is timeless, difficult, and profoundly human.

9. Cultural Heritage / Belonging

Sample Question: How do authors present the struggle between cultural identity and assimilation in two works you have studied?

Texts: Pachinko by Min Jin Lee and Persepolis by Marjane Satrapi

Essay Outline

1. Introduction
   1. Context: Cultural identity and assimilation are complex, often conflicting forces in literature, especially within works that explore migration, colonisation, or displacement.
   2. Overview of Texts:
      1. In Pachinko, Min Jin Lee explores the experiences of Korean immigrants in Japan and the long-term effects of cultural erasure and generational shame.
      2. In Persepolis, Marjane Satrapi portrays the coming-of-age of an Iranian girl torn between East and West during and after the Islamic Revolution.
   3. Thesis Statement: Both authors present the struggle between cultural identity and assimilation as a painful, ongoing tension that shapes characters’ sense of self, belonging, and purpose. Through the use of character arcs, symbolism, narrative form, and visual or generational contrast, Lee and Satrapi show how characters either suppress, reclaim, or transform their identity in response to assimilation pressures.
2. Body Paragraph 1 – Identity Suppressed through Language, Naming, and Appearance
   1. Point: Characters attempt to assimilate by changing names, language, or appearance—yet this often deepens their internal conflict.
   2. Evidence (Pachinko):
      1. Noa changes his name to pass as Japanese but still faces rejection.
      2. Quote: “I’m not your son anymore.”
   3. Evidence (Persepolis):
      1. Marji adopts Western dress and customs in Vienna, yet feels alienated from both Iranian and Western identities.
   4. Techniques:
      1. Lee: Third-person omniscient narration, inner conflict
      2. Satrapi: Visual contrast, black-and-white illustrations, satirical tone
   5. Link: Assimilation provides surface-level safety, but creates identity dissonance that leads to isolation or loss of self.
3. Body Paragraph 2 – Generational Tensions and Inherited Cultural Expectations
   1. Point: Generational conflict adds to the tension between holding onto heritage and integrating into a new society.
   2. Evidence (Pachinko):
      1. Sunja values her Korean roots; Solomon believes assimilation will bring opportunity but faces discrimination.
      2. Parallel scenes of rejection across generations.
   3. Evidence (Persepolis):
      1. Marji’s grandmother offers traditional wisdom and moral clarity; Marji feels guilt when abandoning those values abroad.
   4. Techniques:
      1. Lee: Structural parallelism, multi-generational narrative
      2. Satrapi: Dialogue, motif of grandmother, recurring visual symbols (veil, family portraits)
   5. Link: Generational voices become moral anchors or points of tension, as younger characters navigate between survival and heritage.
4. Body Paragraph 3 – Resistance and Reclamation of Cultural Identity
   1. Point: Despite immense pressure, both authors depict characters who find ways to reclaim or reinterpret their cultural identity.
   2. Evidence (Pachinko):
      1. Sunja visits her son’s grave; Mozasu maintains cultural pride despite adversity.
      2. Symbolism in graveyard, food, and family rituals.
   3. Evidence (Persepolis):
      1. Marji returns to Iran with a more mature, complex understanding of her roots.
      2. Quote: “Freedom had a price.”
   4. Techniques:
      1. Lee: Symbolism, cyclical narrative, emotional resolution
      2. Satrapi: Irony, graphic memoir form, interplay between past and present frames
   5. Link: Reclamation is shown not as a return to purity, but as a dynamic process of growth, rooted in memory and reflection.
5. Conclusion
   1. Restate Thesis: Satrapi and Lee present cultural identity as fragile yet enduring, strained by assimilation but never fully erased.
   2. Synthesis: Their works demonstrate that assimilation, while sometimes necessary for survival, often leads to emotional fragmentation—and that preserving cultural identity requires both resistance and reinvention.
   3. Final Insight: Through the emotional journeys of their characters, both authors argue that true belonging comes not from fitting in, but from understanding where—and who—you come from.

Model Answer

The struggle between cultural identity and assimilation is a central theme in many works of literature, especially those exploring migration, exile, or generational displacement. In both Min Jin Lee’s Pachinko and Marjane Satrapi’s Persepolis, characters are caught between maintaining their heritage and conforming to the dominant culture in which they live. These texts present assimilation not as a solution, but as a complex emotional dilemma—where adopting a new identity often leads to alienation, while preserving one’s culture can result in exclusion or danger. Through their use of characterisation, narrative form, and symbolism, both authors powerfully explore how cultural identity is tested, fragmented, and reclaimed across different generations and historical contexts.

In both texts, the struggle between identity and assimilation is symbolised through language, naming, and outward appearance. In Pachinko, Noa, the son of a Korean immigrant family living in Japan, changes his name to a Japanese one in an attempt to erase his Korean heritage and integrate into mainstream society. Despite this, he continues to face discrimination, ultimately severing ties with his family and taking his own life. When he tells his mother, “I’m not your son anymore,” it reflects not only his shame, but also the tragic cost of assimilation. Lee uses third-person omniscient narration to show how internalised racism can cause characters to fracture their identity in search of acceptance. Similarly, in Persepolis, Satrapi presents her younger self struggling to blend in after moving to Europe. She experiments with Western clothing and behaviours, yet feels dislocated—rejected for being Iranian, but unable to fully abandon her cultural background. Satrapi uses graphic novel format, contrasting visual styles between Iran and Europe, to depict this duality. In both texts, the pressure to conform is shown not as liberating, but as a force that erodes one’s sense of self.

This tension is further complicated by generational contrast, as younger characters often feel caught between the expectations of their elders and the dominant culture around them. In Pachinko, Sunja, who was born in Korea and endured colonialism and war, maintains a strong connection to her cultural identity through food, customs, and language. Her grandson Solomon, however, is educated abroad and far more westernised. He believes that hard work and assimilation will lead to success—yet he too encounters systemic discrimination in Japanese society. Lee draws parallels between characters across generations to emphasise the illusion of assimilation as progress. Similarly, in Persepolis, Marji’s grandmother serves as a moral and cultural compass. Her advice—“Always keep your dignity and be true to yourself”—anchors Marji as she navigates life in the West. Satrapi uses dialogue and visual symbolism, such as the recurring motif of the grandmother’s jasmine-scented presence, to reflect generational wisdom as a stabilising force. Both authors suggest that cultural identity is not simply inherited, but actively chosen and shaped—often in resistance to the generational trauma and pressures that surround it.

Despite the pain and fragmentation that accompany assimilation, both texts end with acts of reclamation, where identity is embraced rather than erased. In Pachinko, Sunja’s final visit to Noa’s grave is a moment of quiet resistance and cultural pride. She plants a flower, an act Lee imbues with symbolism: it is both a tribute and a reclamation of family history that has been buried—literally and metaphorically. Lee uses symbolic motifs of burial, food, and language throughout the novel to show how identity survives in practice, even when unspoken. In Persepolis, Marji’s journey toward reclaiming identity is less external, but no less significant. After years of living between cultures and feeling fractured by both, she finally accepts her Iranian heritage—not in nationalist terms, but as part of her personal truth. When she says, “Freedom had a price,” Satrapi captures the cost of resistance—emotional, cultural, and existential. Through visual symbolism, such as the recurring veil or the act of turning away from a mirror, Satrapi conveys that embracing one’s cultural identity is not about rejecting the world, but integrating fractured selvesinto a coherent whole.

In conclusion, both Pachinko and Persepolis present the struggle between cultural identity and assimilation as emotionally and socially fraught. Through their unique narrative structures and powerful use of symbolism, Lee and Satrapi show that identity is not static, but constantly shaped by external pressure and internal conviction. Characters in both works face a world that demands compromise, but they also show that pride in one’s heritage—even when complicated—is essential to survival and self-understanding. Ultimately, these texts remind us that the desire to belong need not come at the cost of who we are.

10. Alienation / Isolation

Sample Question: How do two works you have studied explore the effects of emotional or societal isolation on the individual?

Texts: 1984 by George Orwell and Of Mice and Men by John Steinbeck

Essay Outline

1. Introduction
   1. Context: Emotional and societal isolation often reveals the vulnerability of the human condition, especially when imposed by authoritarian regimes or social injustice.
2. Texts Introduced:
   1. 1984: A dystopian novel where the state isolates individuals to control thought and identity.
   2. Of Mice and Men: A realist novella exploring loneliness and social marginalisation during the Great Depression.
3. Thesis Statement: Orwell and Steinbeck depict isolation as a deeply damaging force. Through symbolism, characterisation, and setting, both authors demonstrate how emotional and societal isolation strip individuals of their dignity, agency, and humanity.
4. Body Paragraph 1 – Physical Isolation and Disempowerment
   1. Point: Both authors portray physical isolation as a means of disempowering individuals.
   2. Evidence (1984):
      1. 1984: Winston’s confinement in the Ministry of Love; constant surveillance.
      2. Quote: “If you want to keep a secret, you must also hide it from yourself.”
   3. Evidence (Of Mice and Men):
      1. Of Mice and Men: Crooks is segregated from the others due to racism.
      2. Quote: “A guy goes nuts if he ain’t got nobody.”
   4. Explanation: Isolation reinforces vulnerability. In both texts, physical separation mirrors psychological disempowerment and reflects systemic injustice.
   5. Link: Whether under totalitarianism or structural racism, isolation becomes a tool for maintaining control and silencing individuals.
5. Body Paragraph 2 – Emotional Isolation and Identity Loss
   1. Point: Emotional isolation leads to identity crises and internal collapse.
   2. Evidence (1984):
      1. 1984: Winston’s love for Julia is destroyed after torture; emotional numbness ensues.
      2. Quote: “You don’t feel the same toward the other person any longer.”
   3. Evidence (Of Mice and Men):
      1. Of Mice and Men: George loses his sense of hope and purpose after killing Lennie.
      2. Quote: “I ought to of shot that dog myself.”
   4. Explanation:
      The severing of emotional bonds results in internal decay. The characters lose their emotional anchors and suffer from deep disillusionment.
   5. Link:
      Both authors show that the absence of meaningful emotional connection leads to devastating personal consequences.
6. Body Paragraph 3 – Societal Isolation as Systemic
   1. Point: Both texts portray isolation as a result of social and political systems.
   2. Evidence (1984):
      1. 1984: The Party controls truth, language, and loyalty—separating individuals from each other and themselves.
      2. Quote: “Freedom is the freedom to say that two plus two makes four.”
   3. Evidence (Of Mice and Men):
      1. Of Mice and Men: Economic hardship, racism, and sexism prevent genuine relationships.
      2. Curley’s wife and Crooks are both outcasts due to systemic prejudice.
   4. Explanation: Isolation is not random—it’s institutionalised. Orwell and Steinbeck highlight how social structures deliberately isolate those who don't conform.
   5. Link: In both works, isolation serves to uphold societal power, whether political or economic.
7. Conclusion
   1. Restate Thesis: In both 1984 and Of Mice and Men, isolation is shown to be a force that destroys the human spirit.
   2. Synthesis: Orwell presents isolation as deliberate and political; Steinbeck shows it as an outcome of social inequality.
   3. Final Insight: Ultimately, the authors warn that without connection, individuals lose not only companionship but their capacity for thought, truth, and hope.

Model Answer

In both 1984 by George Orwell and Of Mice and Men by John Steinbeck, isolation is portrayed as a profoundly destructive force—one that erodes relationships, identity, and hope. While Orwell presents isolation as a deliberate tactic used by an authoritarian regime to suppress rebellion and emotion, Steinbeck explores it as a consequence of the deep-rooted social inequalities during the Great Depression. Across both works, emotional and societal isolation leads to psychological fragmentation, disempowerment, and ultimately, personal tragedy. Through the use of setting, symbolism, characterisation, and narrative structure, Orwell and Steinbeck highlight how isolation prevents individuals from fulfilling fundamental human needs: connection, dignity, and agency.

Firstly, both authors use physical and social isolation to reflect systems of control and exclusion. In 1984, Winston Smith is physically and emotionally confined within a totalitarian state in which every movement and expression is monitored. Orwell captures this stifling environment through his depiction of the Ministry of Love, whose “bare walls” and “blinding lights” symbolise a space where community, freedom, and identity are systematically erased. The line “If you want to keep a secret, you must also hide it from yourself” reveals how psychological isolation is internalised, as individuals are conditioned to censor their thoughts. Similarly, in Of Mice and Men, Steinbeck uses the character of Crooks to embody racial segregation and loneliness. Crooks is relegated to separate quarters, and his statement “A guy goes nuts if he ain’t got nobody” illustrates the mental toll of enforced solitude. His isolation is both physical and symbolic, reflecting how societal structures exclude and devalue marginalised individuals. In both texts, the setting reinforces how isolation is not merely environmental, but systemically imposed and psychologically damaging.

Building on this, both authors examine emotional isolation as a key source of inner collapse. In 1984, Winston’s short-lived relationship with Julia provides a brief escape from the loneliness inflicted by the Party. However, once they are captured and tortured, even their love is destroyed. Orwell writes, “You don’t feel the same toward the other person any longer,” signalling the moment Winston abandons emotional resistance. His identity dissolves, and with it, his will to rebel. In Of Mice and Men, George and Lennie’s companionship is initially presented as a rare antidote to the loneliness experienced by itinerant workers. George’s earlier words—“We got a future. We got somebody to talk to”—convey hope and mutual care. Yet, the burden of protecting Lennie, combined with the cruelty of their world, ultimately forces George to kill him. This final act isolates George more than ever, severing his last emotional tie. Through techniques like internal monologue, symbolism, and irony, both authors show that emotional isolation leads to the breakdown of resistance, identity, and purpose.

Crucially, both Orwell and Steinbeck make it clear that isolation is a structural condition, not merely an individual experience. In 1984, the Party’s creation of Newspeak and concepts like doublethink reflect an intentional effort to eliminate language, love, and memory, thereby severing individuals from each other and from reality. The phrase “Freedom is the freedom to say that two plus two makes four” symbolises Winston’s final attempt to assert individual truth—an attempt that is ultimately crushed. Meanwhile, Steinbeck’s Of Mice and Men presents social isolation as the product of entrenched inequality. Characters like Curley’s wife (who remains nameless) and Crooks are systematically dehumanised due to gender and race. Steinbeck’s naturalistic style allows him to expose the invisible systems—patriarchy, racism, and capitalism—that isolate and devalue individuals. In both texts, isolation is not simply tragic; it is a mechanism of ideological control and societal failure.

The endings of both works reaffirm the devastating consequences of isolation. Winston, once rebellious, ends the novel spiritually vacant, his love replaced by devotion to Big Brother: “He loved Big Brother.” This chilling line reflects not only Winston’s physical defeat, but the total collapse of his emotional and intellectual self. Likewise, George’s execution of Lennie in Of Mice and Men symbolises the death of their shared dream and the triumph of a world too cruel for compassion. Both authors use these endings to underscore the permanent damage inflicted by systemic and emotional isolation, suggesting that it erodes the very core of human identity.

In conclusion, 1984 and Of Mice and Men present isolation as a silent force that destroys individuals from the inside out. Whether through authoritarian control or the harsh realities of social hierarchy, both Orwell and Steinbeck demonstrate that to be isolated is to be powerless. Through setting, characterisation, and symbolism, they reveal that once connection and dignity are lost, so too is the capacity to resist, hope, or even survive. In both works, isolation becomes the most insidious form of oppression—quiet, invisible, and absolute.

11. Violence / Power

Sample Question: Discuss how violence is portrayed as a means of asserting or resisting power in two works you have studied.

Texts: 1984 by George Orwell and The Handmaid’s Tale by Margaret Atwood

Essay Outline

1. Introduction
   1. Context: In dystopian literature, violence is not only physical but psychological and ideological, often used to suppress dissent and reinforce power structures.
   2. Thesis: In 1984 and The Handmaid’s Tale, Orwell and Atwood portray violence as a strategic tool of political domination, but also show how resistance—though often limited—emerges in response. Through the use of setting, symbolism, and narrative perspective, both authors emphasise the deeply dehumanising and self-perpetuating nature of violence within totalitarian regimes.
2. Body Paragraph 1 – Violence as Political Assertion of Power
   1. Point: Both texts depict regimes that rely on violence to maintain ideological and physical control.
   2. Evidence (1984):
      1. “We do not merely destroy our enemies; we change them.
      2. The Party uses torture in the Ministry of Love to erase individuality (e.g., Room 101).
   3. Evidence (Handmaid’s Tale):
      1. “There are the Eyes. Everyone in Gilead is watching you.”
      2. The Wall, Salvagings, and public hangings reinforce fear.
   4. Explanation: Violence becomes performative—used not just to punish but to demonstrate power.
   5. Link: In both texts, authoritarian regimes institutionalise violence as a method of control disguised as order.
3. Body Paragraph 2 – Psychological and Symbolic Violence
   1. Point: Psychological violence, especially through language and ideology, is central to both narratives.
   2. Evidence (1984):
      1. “Freedom is the freedom to say that two plus two make four.”
      2. Newspeak eliminates rebellious thought; violence is embedded in language.
   3. Evidence (Handmaid’s Tale):
      1. “Blessed are the meek. She didn’t say for what.”
      2. Scripture is twisted to justify the oppression of women.
   4. Explanation: By altering perception and thought, regimes weaponise belief systems and dismantle resistance internally.
   5. Link: Both authors show that language and ideology are subtle but violent tools of power.
4. Body Paragraph 3 – Resistance and the Cost of Defiance
   1. Point: Both texts depict resistance—whether overt or internal—but highlight its risks and limitations.
   2. Evidence (1984):
      1. Winston and Julia’s relationship represents rebellion but is brutally destroyed.
      2. “You don’t feel the same toward the other person any longer.”
   3. Evidence (Handmaid’s Tale):
      1. Offred resists through narration and memory. “Nolite te bastardes carborundorum.”
      2. Moira offers a more active resistance, but her later subjugation in Jezebel’s reveals the cost.
   4. Explanation: Acts of resistance may be morally powerful but rarely succeed under oppressive regimes.
   5. Link: The authors show that violence not only punishes rebellion but erodes the very possibility of sustained defiance.
5. Conclusion
   1. Restate thesis: Orwell and Atwood portray violence as essential to authoritarian control but also acknowledge the human spirit’s capacity to resist.
   2. Final thought: While both novels end in ambiguity or defeat, they leave readers questioning not just the cost of violence—but what it means to remain human in its shadow.

Model Answer

In both 1984 by George Orwell and The Handmaid’s Tale by Margaret Atwood, violence is portrayed as a systematic and calculated mechanism used by authoritarian regimes to assert dominance, suppress dissent, and maintain ideological control. While the two novels differ in tone and historical context, both explore how physical, psychological, and symbolic violence become instruments of both oppression and, at times, resistance. Through their use of setting, symbolism, and narrative voice, Orwell and Atwood illuminate how power structures rely on violence to erase identity, manipulate truth, and ultimately silence rebellion.

In both texts, physical violence is institutionalised as a performative tool of power, designed not only to punish but to deter defiance. In 1984, Orwell introduces the Ministry of Love, a grotesquely ironic name for the regime’s torture facility, where Winston is eventually brutally broken by O’Brien. The infamous Room 101, where a person is subjected to their worst fear, is the ultimate representation of violence used to destroy the will to resist. Orwell writes, “We do not merely destroy our enemies; we change them,” highlighting how violence becomes a transformative force, not merely punitive. Similarly, in The Handmaid’s Tale, public executions, known as Salvagings, and the display of corpses on “The Wall” create a culture of fear that reinforces Gilead’s theocratic rule. The line “There are the Eyes. Everyone in Gilead is watching you” captures how the threat of violence permeates all aspects of daily life, ensuring compliance. In both novels, violence is not hidden but staged, demonstrating that the power of the regime lies as much in visibility as in action.

Beyond the physical, both authors delve deeply into psychological and ideological violence, showing how language, ritual, and symbolism can be weaponised. Orwell’s invention of Newspeak—a language designed to eliminate rebellious thought—embodies this. The slogan “Freedom is the freedom to say that two plus two make four” becomes Winston’s quiet form of protest, yet it is violently dismantled through torture and reprogramming. The Party doesn’t just restrict action; it reconfigures truth. Atwood explores similar ideological manipulation through theocratic reinterpretation of scripture. The Aunts tell the Handmaids, “Blessed are the meek,” yet Offred silently questions, “She didn’t say for what.” This religious distortion is a form of epistemic violence, forcing women to internalise their subjugation. Both authors thus show that the most insidious violence is not physical but cognitive, leaving individuals alienated from their own sense of truth and agency.

However, both novels also portray resistance—although often subtle and psychologically costly—as a response to violence. In 1984, Winston’s affair with Julia is a moment of defiance, described in near-religious terms: “Their embrace had been a battle, the climax a victory. It was a political act.” But the regime’s retaliation is swift and absolute. After betrayal in Room 101, Winston reflects, “You don’t feel the same toward the other person any longer,” marking his emotional and ideological surrender. In The Handmaid’s Tale, resistance is more prolonged and layered. While Offred’s main rebellion is through storytelling and internal monologue, characters like Moira embody more overt resistance—escaping the Red Centre, only to be re-assimilated into the regime at Jezebel’s. Even the motto “Nolite te bastardes carborundorum” functions as a symbol of silent endurance. Though both protagonists survive, their paths reflect how resistance under authoritarian violence is fragmented, inconsistent, and often only symbolic.

Ultimately, both Orwell and Atwood depict violence as a tool of power that destroys both the body and the soul. In 1984, Winston’s final acceptance—“He loved Big Brother”—signals the total erasure of the individual, a chilling warning of power’s potential to consume all. In The Handmaid’s Tale, while Offred’s fate remains ambiguous, the overwhelming sense is one of temporary resistance overshadowed by systemic cruelty. Both authors resist catharsis, leaving readers with a sense of the enduring brutality of violent regimes.

In conclusion, 1984 and The Handmaid’s Tale present violence as more than a backdrop—it is the core mechanism through which power is imposed, internalised, and sometimes defied. Through vivid imagery, structural irony, and powerful symbolism, Orwell and Atwood reveal the multilayered nature of violence and its terrifying ability to shape thought, suppress freedom, and rewrite reality. Where there is violence, there is control—but also, however faint, a glimmer of resistance.

12. Society, Class, and the Struggle for Justice

Sample Question: In what ways do two of the works you have studied explore the influence of wealth — or the lack thereof — on identity, power, and justice?

Texts: Of Mice and Men by John Steinbeck and Pachinko by Min Jin Lee

Essay Outline

1. Introduction
   1. Context: In both texts, economic hardship is not just a background condition but a central force that shapes identity, social mobility, and how justice is distributed.
   2. Thesis: Of Mice and Men and Pachinko both portray poverty as a dehumanising force, influencing how individuals are seen, treated, and remembered. Through their use of symbolism, character arcs, and social commentary, Steinbeck and Lee show how wealth (or the lack thereof) controls access to power and protection under the law.
2. Paragraph 1: Poverty strips individuals of identity and worth
   1. Point: Both texts show that without wealth, individuals become defined by their utility or lack thereof.
   2. Evidence (OMAM): Candy, old and disabled, is fearful of becoming useless: “They’ll can me purty soon.” He clings to the dream of a farm because it gives him worth.
   3. Evidence (Pachinko): Sunja is constantly devalued due to her class and Korean heritage: “A woman’s lot is suffering,” her mother says, emphasising how poverty compounds gender and racial oppression.
   4. Explanation: Characters internalise shame, feeling reduced to burdens when they cannot produce economic value.
   5. Link: Both Steinbeck and Lee show that poverty robs people of both autonomy and dignity.
3. Paragraph 2: Wealth affords power and control over others
   1. Point: Those with money are given control, often acting without consequence, while the poor suffer systemic exploitation.
   2. Evidence (OMAM): Curley, as the boss’s son, can threaten and beat others without punishment: “He done quite a bit in the ring… He’s pretty handy.”
   3. Evidence (Pachinko): Koh Hansu, a wealthy yakuza, manipulates Sunja’s fate and evades accountability: “There was no punishment for men like Hansu.”
   4. Explanation: In both worlds, the rich operate outside the law, while the poor remain trapped by it.
   5. Link: Wealth distorts justice and enables unchecked control in both narratives.
4. Paragraph 3: Poverty leads to injustice and tragic outcomes
   1. Point: Justice is not neutral; it disproportionately punishes the powerless.
   2. Evidence (OMAM): Lennie is never given a trial; mob justice decides his fate. George’s mercy killing is portrayed as the only “humane” option.
   3. Evidence (Pachinko): Noa, despite his education and efforts, is consumed by the shame of being poor and illegitimate, ultimately taking his own life.
   4. Explanation: Injustice in both texts is systemic, not individual — tied to how societies view poverty as a moral failing.
   5. Link: Both authors critique how unequal systems ensure that the poor bear the consequences, regardless of effort or intent.
5. Conclusion
   1. Restate thesis: In both Of Mice and Men and Pachinko, poverty defines who matters, who is heard, and who is protected.
   2. Final thought: Through their deeply empathetic portrayals of working-class lives, Steinbeck and Lee expose the injustice of a world where wealth determines one’s worth — and where, far too often, those without it are left behind.

Model Essay

In both Of Mice and Men by John Steinbeck and Pachinko by Min Jin Lee, wealth operates as a fundamental forcethat shapes characters' identities, dictates their access to justice, and reinforces unequal power structures. The authors present poverty not merely as a backdrop, but as a structural condition that dehumanises individuals and marginalises them from full participation in society. Through the use of setting, symbolism, characterisation, and narrative structure, Steinbeck and Lee reveal how economic inequality warps self-perception, enables unchecked authority, and institutionalises injustice.

To begin with, both authors show that a lack of wealth erodes individual identity, reducing people to social labels or utility. In Of Mice and Men, Candy symbolises how economic dependence devalues self-worth. As an ageing, physically disabled ranch worker, Candy admits, “They’ll can me purty soon.” His anxiety about being discarded reflects how the poor are judged not by character but by productivity. Steinbeck uses naturalistic dialogue and setting — Candy’s isolation in the bunkhouse, his old dog’s fate — to mirror how capitalist systems marginalise the unproductive. His hope of joining George and Lennie’s dream of landownership serves as a fleeting reclaiming of identity: a dream where he can once again matter.

Conversely, in Pachinko, Lee explores how poverty strips dignity through the lens of ethnic and gendered oppression. Sunja, a young Korean woman in pre-war Japan, becomes pregnant out of wedlock and is forced into a marriage of survival. Her mother’s bleak refrain — “A woman’s lot is suffering” — reflects how poverty intersects with patriarchyto silence women’s agency. Lee uses a third-person omniscient narrative to expose how Sunja’s identity is constantly negotiated between shame, survival, and pride. Despite her resilience, Sunja is denied opportunities due to her race, gender, and class. Both authors emphasise that poverty distorts identity from within and without, redefining how characters see themselves and how they are seen by others.

Moving from identity to power, both texts demonstrate that wealth grants immunity, while poverty renders characters vulnerable to exploitation and abuse. In Steinbeck’s novel, Curley — the wealthy boss’s son — exerts control through violence, using his social status to intimidate and humiliate: “He done quite a bit in the ring.” The juxtaposition between Curley’s impunity and Lennie’s fragility reveals the double standard of justice, where power is determined not by truth, but by status. Steinbeck reinforces this through spatial symbolism — Curley’s constant presence in the ranch hierarchy — to highlight the imbalance of authority.

Likewise, in Pachinko, Hansu’s wealth allows him to bypass the restrictions faced by other Koreans in Japan. Although he is also ethnically Korean, his affluence elevates him above the law. His ability to influence Sunja’s life without consequence demonstrates how economic capital enables social manipulation. Lee employs motif and irony — Hansu’s shadowy generosity versus his moral bankruptcy — to critique how money conceals abuse under the guise of opportunity. While Curley uses his inherited position to dominate others, Hansu uses financial leverage as a form of control over the marginalised. Both Steinbeck and Lee therefore position wealth as a gatekeeper to power, enabling certain characters to act without accountability while trapping others in cycles of submission.

Most significantly, both authors expose how justice is not equally accessible — it is filtered through class, race, and social perception. In Of Mice and Men, Lennie’s fate is not decided by law, but by mob violence, a powerful critique of how justice fails the most vulnerable. His death — delivered by George to spare him worse — is loaded with moral ambiguity. Steinbeck’s sparse, unemotional narration in the final scene underlines the systemic cruelty of a world where mercy killing becomes an act of love. Justice, in this context, is reduced to survival — or its absence.

Similarly, in Pachinko, Noa’s trajectory demonstrates how internalised shame from economic and social marginalisation can be just as destructive as overt discrimination. Though academically gifted and ambitious, Noa’s concealed identity as a Korean leads him to suicide. His line, “I couldn’t live a lie,” marks the tragic end of someone who never truly escaped the invisible barriers imposed by wealth, race, and class. Lee’s use of chronological fragmentation and intergenerational narrative reveals how injustice echoes across time, shaping not just individual choices but the lives of entire families. For both Lennie and Noa, death becomes the final result of social and economic isolation, a grim reminder of how poverty poisons the idea of justice.

In conclusion, Of Mice and Men and Pachinko vividly illustrate how wealth, or its absence, shapes identity, power, and justice. Through their portrayals of marginalised characters, both Steinbeck and Lee reveal that poverty is not merely material — it is existential, psychological, and political. Their works challenge readers to confront a reality where the poor are not simply unlucky, but structurally silenced, punished, and forgotten. In doing so, they offer a powerful critique of systems that value money more than humanity — where the lack of wealth is not only a barrier to opportunity, but to dignity, agency, and hope itself.

Mark Scheme