Read this extract, and then answer the question that follows it: Osborne: The colonel came here while you were asleep. Trotter: Oh? Osborne: We've got to make a raid tomorrow afternoon. Trotter: Oh, Lord! What – all of us? Osborne: Two officers and ten men. Trotter: Who's got to do it? Osborne: Raleigh and I. Trotter: Raleigh! Osborne: Yes. Trotter: But 'e's only just come! Osborne: Apparently that's the reason. Trotter: And you're going too? Osborne: Yes. Trotter: Let's 'ear all about it. Osborne: I know nothing yet. Except that it's got to be done. Trotter: What a damn nuisance! Osborne: It is, rather. 5 10 15 Trotter: I reckon the Boche are all ready waiting for it. Did you 'ear about the raid just south of 'ere the other night? Osborne: Nothing much. 20 Trotter: The trench-mortars go and knock an 'ole in the Boche wire to let our fellers through – and in the night the Boche went out and tied bits o' red rag on each side of the 'ole! Osborne: Yes. I heard about that. Trotter: And even then our fellers 'ad to make the raid. It was murder. Doesn't this taste of onions? 25 Osborne: It does a bit. Trotter: Pity Mason don't clean 'is pots better. (Mason brings some bread on a plate.) This tea tastes of onions. 30 Mason: I'm sorry, sir. Onions do 'ave such a way of cropping up again. Trotter: Yes, but we 'aven't 'ad onions for days! Mason: I know, sir. That's what makes it so funny. Trotter: Well, you better do something about it. Mason: I'll look into it, sir. (He goes out.) (Osborne and Trotter prepare themselves slices of bread and jam.) Trotter: Joking apart. It's damn ridiculous making a raid when the Boche are expecting it. Osborne: We're not doing it for fun. 35 40 Trotter: I know. Osborne: You might avoid talking to Raleigh about it. Trotter: Why? How do you mean? Osborne: There's no need to tell him it's murder – 45 Trotter: Oh, Lord! no. (He pauses.) I'm sorry 'e's got to go. 'E's a nice young feller – (Osborne turns to his book. There is silence.) What are you reading? Osborne: (wearily) Oh, just a book. 50 Trotter: What's the title? Osborne: (showing him the cover) Ever read it? Trotter: (leaning over and reading the cover) Alice's Adventures in Wonderland – why, that's a kid's book! Osborne: Yes. 55 Trotter: You aren't reading it? Osborne: Yes. Trotter: What – a kid's book. Osborne: Haven't you read it? Trotter: (scornfully) No! 60 Osborne: You ought to. (Reads) "'How doth the little crocodile Improve his shining tail, And pour the waters of the Nile On every golden scale? 'How cheerfully he seems to grin And neatly spread his claws, And welcomes little fishes in With gently smiling jaws!' " 65 Trotter: (after a moment's thought) I don't see no point in that. Osborne: (wearily) Exactly. That's just the point. Trotter: (looking curiously at Osborne) You are a funny chap! 70
- How does Sherriff vividly reveal the characters of Osborne and Trotter at this moment in the play? Support your ideas with details from the writing.[25]
Mark scheme
Marking points from the official mark scheme (May/June 2012). The mark or mark type is shown in brackets.
- [23-25] Answers in this band have all the qualities of Band 2 work, with further insight, sensitivity, individuality and flair. They show complete and sustained engagement with both text and task.
- [20-22] Sustains a perceptive, convincing and relevant personal response
- [20-22] shows a clear critical understanding of the text
- [20-22] responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task)
- [20-22] integrates much well-selected reference to the text
- [17-19] Makes a well-developed, detailed and relevant personal response
- [17-19] shows a clear understanding of the text and some of its deeper implications
- [17-19] makes a developed response to the way the writer achieves her/his effects (sustaining an appropriate voice in an empathic task)
- [17-19] supports with careful and relevant reference to the text
- [14-16] Makes a reasonably developed relevant personal response
- [14-16] shows understanding of the text and some of its deeper implications
- [14-16] makes some response to the way the writer uses language (using suitable features of expression in an empathic task)
- [14-16] shows some thoroughness in the use of supporting evidence from the text
- [11-13] Begins to develop a relevant personal response
- [11-13] shows some understanding of meaning
- [11-13] makes a little reference to the language of the text (beginning to assume a voice in an empathic task)
- [11-13] uses some supporting textual detail
- [8-10] Attempts to communicate a basic personal response to the task
- [8-10] makes some relevant comments
- [8-10] shows a basic understanding of surface meaning of the text (of character in an empathic task)
- [8-10] makes a little supporting reference to the text
- [5-7] Some evidence of simple personal response
- [5-7] makes a few straightforward comments
- [5-7] shows a few signs of understanding the surface meaning of the text (of character in an empathic task)
- [5-7] makes a little reference to the text
- [2-4] Limited attempt to respond
- [2-4] shows some limited understanding of simple/literal meaning
- [0-1] No answer/Insufficient to meet the criteria for Band 8.
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