Read this poem, and then answer the question that follows it: The Going Why did you give no hint that night That quickly after the morrow's dawn, And calmly, as if indifferent quite, You would close your term here, up and be gone Where I could not follow With wing of swallow To gain one glimpse of you ever anon! Never to bid good-bye, Or lip me the softest call, Or utter a wish for a word, while I Saw morning harden upon the wall, Unmoved, unknowing That your great going Had place that moment, and altered all. Why do you make me leave the house And think for a breath it is you I see At the end of the alley of bending boughs Where so often at dusk you used to be; Till in darkening dankness The yawning blankness Of the perspective sickens me! You were she who abode By those red-veined rocks far West, You were the swan-necked one who rode Along the beetling Beeny Crest, And, reining nigh me, Would muse and eye me, While Life unrolled us its very best. Why, then, latterly did we not speak, Did we not think of those days long dead, And ere your vanishing strive to seek That time's renewal? We might have said, 'In this bright spring weather We'll visit together Those places that once we visited.' Well, well! All's past amend, Unchangeable. It must go. I seem but a dead man held on end To sink down soon O you could not know That such swift fleeing No soul foreseeing Not even I - would undo me so! 5 10 15 20 25 30 35 40

Mark scheme

Marking points from the official mark scheme (May/June 2014). The mark or mark type is shown in brackets.

1. Assessment Objectives:
2. AO1 show detailed knowledge of the content of literary texts
3. AO2 understand the meanings of literary texts and their context, and explore texts beyond surface meaning to show deeper awareness of ideas and attitudes
4. AO3 recognise and appreciate ways in which writers use language, structure, and form to create and shape meanings and effects
5. AO4 communicate a sensitive and informed personal response
6. General Descriptors:
7. [23-25] Answers in this band have all the qualities of Band 2 work, with further insight, sensitivity, individuality and flair. They show sustained engagement with both text and task.
8. [20-22] Sustains a perceptive, convincing and relevant personal response. Shows a clear critical understanding of the text. Responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task). Integrates much well-selected reference to the text.
9. [17-19] Makes a well-developed, detailed and relevant personal response. Shows a clear understanding of the text and some of its deeper implications. Makes a developed response to the way the writer achieves her/his effects (sustaining an appropriate voice in an empathic task). Supports with careful and relevant reference to the text.
10. [14-16] Makes a reasonably developed relevant personal response. Shows understanding of the text and some of its deeper implications. Makes some response to the way the writer uses language (using suitable features of expression in an empathic task). Shows some thoroughness in the use of supporting evidence from the text.
11. [11-13] Begins to develop a relevant personal response. Shows some understanding of meaning. Makes a little reference to the language of the text (beginning to assume a voice in an empathic task). Uses some supporting textual detail.
12. [8-10] Attempts to communicate a basic personal response to the task. Makes some relevant comments. Shows a basic understanding of surface meaning of the text (of character in an empathic task). Makes a little supporting reference to the text.
13. [5-7] Some evidence of simple personal response. Makes a few straightforward comments. Shows a few signs of understanding the surface meaning of the text (of character in an empathic task). Makes a little reference to the text.
14. [2-4] Limited attempt to respond. Shows some limited understanding of simple/literal meaning.
15. [0-1] No answer / Insufficient to meet the criteria for Band 8.