What comes up in Leaving Cert English
We read every question of every English paper from 2017 to 2026 and noted the topics each one needs. Here is the full list, paper by paper and question by question, so you can see exactly where each topic has come up, and so teachers can check the counts printed in our Exam Ready workbooks.
How we count. We counted the kind of task each question set, not what its text was about. In Paper 1, a Question A counts once for each task its parts set (understanding, personal response, style, an image), and a Question B or composition once for its form. In Paper 2, a question counts once for what it asked about (a character, a theme, technique, a comparative mode, a poetry skill), even when every text had its own version. Ordinary Level poetry questions count once for each poem they were asked on, so those rows run higher: compare them by the number of years.
Every question printed. We count all the questions on the paper, including the ones students could choose to skip.
The years. There were no written exams in 2020: grades were calculated instead. The 2021 and 2022 papers had extra choice because of the pandemic.
A guide, not a prediction. The papers are set fresh each year. Use this to plan revision, not to skip topics.
Higher Level Paper 1: questions per topic
Each number is how many of that year's questions needed the topic. 117 questions in all.
| 2017 | 2018 | 2019 | 2021 | 2022 | 2023 | 2024 | 2025 | 2026 | Total | |
|---|---|---|---|---|---|---|---|---|---|---|
| Question A: personal response | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 27 |
| Question A: understanding the text | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 26 |
| Question A: style and language | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 26 |
| Composition: short story | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 17 |
| Composition: personal essay | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 17 |
| Question B: article | 2 | 2 | 1 | 1 | 1 | 1 | – | – | 1 | 9 |
| Composition: discursive or persuasive essay | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 9 |
| Composition: speech or talk | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 9 |
| Composition: article or opinion piece | 1 | – | – | 1 | 1 | 1 | 1 | 1 | 1 | 7 |
| Question B: speech or talk | 1 | – | – | 1 | 1 | – | – | 2 | – | 5 |
| Question B: letter or email | – | 1 | – | 1 | 1 | 1 | – | – | 1 | 5 |
| Question A: visual image | 1 | 1 | – | – | – | 1 | – | – | – | 3 |
| Composition: descriptive or reflective writing | 1 | 1 | 1 | – | – | – | – | – | – | 3 |
| Question B: diary, blog or personal account | – | – | 1 | – | – | 1 | 1 | – | – | 3 |
| Question B: other task | – | – | 1 | – | – | – | 1 | 1 | – | 3 |
| Question B: report, review or proposal | – | – | – | – | – | – | 1 | – | 1 | 2 |
| Composition: other | 1 | – | – | – | – | – | – | – | – | 1 |
Higher Level Paper 1, question by question
2026 · Higher Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Winterson on Manchester: city's magic, people and place, colourful style | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 1B | Comprehending | Future-focused magazine article describing your ideal city or town | Question B: article all |
| 2A | Comprehending | Shafak's novel: Arthur's apprenticeship, money and insecurity, evocative style | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 2B | Comprehending | Letter to the editor on whether postage stamps should continue | Question B: letter or email all |
| 3A | Comprehending | Tóibín and Okoro on art: its influence, shared history, style | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 3B | Comprehending | Proposal to the council for a Culture Night arts event | Question B: report, review or proposal all |
| C1 | Composing | Short story of a character opposing a community under bad influence | Composition: short story all |
| C2 | Composing | Personal essay on creativity's role across your life | Composition: personal essay all |
| C3 | Composing | Magazine opinion piece on the influence of music and its industry | Composition: article or opinion piece all |
| C4 | Composing | Discursive essay on valuing what we inherit from the past | Composition: discursive or persuasive essay all |
| C5 | Composing | Speech for or against ignoring social media influencers | Composition: speech or talk all |
| C6 | Composing | Short story where the cab passenger from Text 2 influences others | Composition: short story all |
| C7 | Composing | Personal essay on a moment that enriched you in several ways | Composition: personal essay all |
2025 · Higher Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Robson on the underdog effect: insights, status obsession, article style | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 1B | Comprehending | Underdog captain's pre-match team talk before a national final | Question B: speech or talk all |
| 2A | Comprehending | Atwood's speech: world problems, acting locally, engaging speech style | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 2B | Comprehending | Hotel manager's online reply rebutting a harsh guest reviewNote: online response to a review on a travel website; could be read as a letter | Question B: other task all |
| 3A | Comprehending | Harvey's Orbital: Earth seen from space, space exploration, elegant style | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 3B | Comprehending | Podcast reflection on an experience that changed your view of an issueNote: podcast text | Question B: speech or talk all |
| C1 | Composing | Discursive essay on the value of printed and digital photos | Composition: discursive or persuasive essay all |
| C2 | Composing | Speech for or against: truth has lost its value today | Composition: speech or talk all |
| C3 | Composing | Short story of an underdog chancer taking on a privileged rival | Composition: short story all |
| C4 | Composing | Personal essay on disappointments and their effect on you | Composition: personal essay all |
| C5 | Composing | Feature article celebrating reasons for optimism about Irish society | Composition: article or opinion piece all |
| C6 | Composing | Personal essay on what would shape your future votes | Composition: personal essay all |
| C7 | Composing | Short story where an ambitious character's recklessness causes disaster | Composition: short story all |
2024 · Higher Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | O'Toole on birds: family relationships, parents and tattoos, newspaper styleNote: (i) is worded as your opinion of what the text reveals; tagged understanding | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 1B | Comprehending | Dialogue between adult and young person disagreeing on an issueNote: dialogue | Question B: other task all |
| 2A | Comprehending | Murray's The Bee Sting: friendship, rejecting home towns, opening's styleNote: (i) is worded as your opinion of what the text reveals; tagged understanding | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 2B | Comprehending | Proposal to Tidy Towns committee to revive a neglected area | Question B: report, review or proposal all |
| 3A | Comprehending | Rajesh's train to Istanbul: slow travel, youth protest, travel-writing styleNote: (i) is worded as your opinion of what the text reveals; tagged understanding | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 3B | Comprehending | Reflective diary entries on returning home after a year abroad | Question B: diary, blog or personal account all |
| C1 | Composing | Short story of family or friend tensions linking past and present | Composition: short story all |
| C2 | Composing | Magazine article on connections that enrich teenagers' lives | Composition: article or opinion piece all |
| C3 | Composing | Speech for or against: fast modern life spoils our enjoyment | Composition: speech or talk all |
| C4 | Composing | Personal essay on things in life that baffle you | Composition: personal essay all |
| C5 | Composing | Discursive essay on whether privacy is possible or desirable today | Composition: discursive or persuasive essay all |
| C6 | Composing | Short story on a dramatic train trip shared with strangers | Composition: short story all |
| C7 | Composing | Personal essay on how you connect with nature | Composition: personal essay all |
2023 · Higher Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Gurnah's Gravel Heart: Salim's character, money and college, narrative style | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 1B | Comprehending | In role as Salim, letter to his mother about LondonNote: personal letter written in role | Question B: letter or email all |
| 2A | Comprehending | Literary places and Stieglitz photo: reading's rewards, photo title, style | Question A: understanding the text iQuestion A: visual image iiQuestion A: personal response iiQuestion A: style and language iii |
| 2B | Comprehending | Magazine reflection on visiting a historic place, arguing trips be compulsoryNote: personal reflection for a magazine; also argues a case | Question B: diary, blog or personal account all |
| 3A | Comprehending | Two AI articles: insights, need for ethics, persuasive and informative language | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 3B | Comprehending | School website article on technology's role in schools | Question B: article all |
| C1 | Composing | Short story with a bewildered character in a mysterious place | Composition: short story all |
| C2 | Composing | Magazine feature article describing your home place and its people | Composition: article or opinion piece all |
| C3 | Composing | Personal essay on making a resolution and sticking to it | Composition: personal essay all |
| C4 | Composing | Debate speech: does society lack ethics, decency and respect for law? | Composition: speech or talk all |
| C5 | Composing | Short story of two characters in total disagreement | Composition: short story all |
| C6 | Composing | Personal essay on what brings excitement and wonder to life | Composition: personal essay all |
| C7 | Composing | Discursive essay on the impact of influential people today | Composition: discursive or persuasive essay all |
2022 · Higher Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Gorman feature: power of poetry, youth voices in debate, styleNote: 2022 format: only ONE Question A or B answered in Section I (40 marks) | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 1B | Comprehending | Open letter online: should poetry be optional for the Leaving Cert?Note: 2022 format: only ONE Question A or B answered in Section I (40 marks) | Question B: letter or email all |
| 2A | Comprehending | Writers on albums: music's power, music versus books and films, Okri's styleNote: 2022 format: only ONE Question A or B answered in Section I (40 marks) | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 2B | Comprehending | Podcast script on the music that soundtracks your lifeNote: 2022 format: only ONE Question A or B answered in Section I (40 marks); podcast text | Question B: speech or talk all |
| 3A | Comprehending | Hamilton's The Pages: power of books, censorship and cancel culture, narrationNote: 2022 format: only ONE Question A or B answered in Section I (40 marks) | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 3B | Comprehending | Editorial set in 2033 condemning a book burning, urging protestNote: 2022 format: only ONE Question A or B answered in Section I (40 marks); newspaper editorial, tagged article | Question B: article all |
| C1 | Composing | Personal essay on objects that have been loyal companions | Composition: personal essay all |
| C2 | Composing | Presidential campaign speech on values and Ireland's image abroad | Composition: speech or talk all |
| C3 | Composing | Short story: Dieter's life-changing rescue of a banned novel | Composition: short story all |
| C4 | Composing | Feature article on fashion and the stories our clothes tell | Composition: article or opinion piece all |
| C5 | Composing | Discursive essay on powerful voices and their influence on society | Composition: discursive or persuasive essay all |
| C6 | Composing | Personal essay on the rewards of all kinds of learning | Composition: personal essay all |
| C7 | Composing | Short story in which music or song lyrics matter | Composition: short story all |
2021 · Higher Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Banville memoir: time and memory, past versus present, narrative languageNote: 2021 format: only ONE Question A or B answered in Section I (40 marks) | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 1B | Comprehending | Weekend magazine feature article on statues and their controversiesNote: 2021 format: only ONE Question A or B answered in Section I (40 marks) | Question B: article all |
| 2A | Comprehending | Ní Ghríofa's garden: past meets present, imagining the past, aesthetic languageNote: 2021 format: only ONE Question A or B answered in Section I (40 marks) | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 2B | Comprehending | Open letter on social media about animal rightsNote: 2021 format: only ONE Question A or B answered in Section I (40 marks) | Question B: letter or email all |
| 3A | Comprehending | Boseman graduation speech: Howard's influence, purpose, persuasive languageNote: 2021 format: only ONE Question A or B answered in Section I (40 marks) | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 3B | Comprehending | Spoken pitch to become editor of the graduation yearbookNote: 2021 format: only ONE Question A or B answered in Section I (40 marks); verbal pitch (spoken presentation) | Question B: speech or talk all |
| C1 | Composing | Personal essay on the meaning of birthdays | Composition: personal essay all |
| C2 | Composing | Discursive essay on what community means and why it matters | Composition: discursive or persuasive essay all |
| C3 | Composing | Short story at a railway station featuring a ferry passenger | Composition: short story all |
| C4 | Composing | Personal essay on humour and laughter in life | Composition: personal essay all |
| C5 | Composing | Fable or fairy tale in ancient Ireland featuring beesNote: fable or fairy-tale; tagged short story | Composition: short story all |
| C6 | Composing | Magazine article on everyday colours and sounds and their effect | Composition: article or opinion piece all |
| C7 | Composing | Speech launching a national youth campaign against stereotyping | Composition: speech or talk all |
2019 · Higher Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Winterson on art: its value, Shakespeare's insight, persuasive techniquesNote: (ii) must use the Shakespeare play studied for the course | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 1B | Comprehending | Broadsheet opinion piece praising sport and discussing sport and money | Question B: article all |
| 2A | Comprehending | Park's novel: Tom on real photographs, a fresh angle, narrative craftNote: (ii) must use a text from the prescribed course | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 2B | Comprehending | Journal entry fleeing a ruined Earth, prompted by a photographNote: reflective journal entry; starts from the photograph in the text | Question B: diary, blog or personal account all |
| 3A | Comprehending | Moran on libraries: social benefits, entering other worlds, personal essay styleNote: (ii) must use a text from the prescribed course | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 3B | Comprehending | Introduction to an essay collection defending real shops over online shoppingNote: introduction to a collection of essays | Question B: other task all |
| C1 | Composing | Descriptive essay contrasting dawn and dusk | Composition: descriptive or reflective writing all |
| C2 | Composing | Spy short story featuring a librarian, a photograph and a chair | Composition: short story all |
| C3 | Composing | Personal essay on the sources that fuel your imagination | Composition: personal essay all |
| C4 | Composing | Short story of a young and old traveller in a strange land | Composition: short story all |
| C5 | Composing | Discursive essay on objects symbolising young Irish people's values | Composition: discursive or persuasive essay all |
| C6 | Composing | Personal essay on places that shaped who you are | Composition: personal essay all |
| C7 | Composing | Online speech debating whether this generation is too self-absorbed | Composition: speech or talk all |
2018 · Higher Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | McCann's advice to writers: skills needed, a moving moment, his styleNote: (ii) must use a text from the prescribed course; (iii) asks if his approach appeals as well as his style | Question A: understanding the text iQuestion A: personal response ii, iiiQuestion A: style and language iii |
| 1B | Comprehending | Open letter to everyone who ever gave you unwanted adviceNote: open letter for online or print publication | Question B: letter or email all |
| 2A | Comprehending | Mozley's Elmet: Daddy's character, a gripping place from your course, narrative skillNote: (ii) must use a text from the prescribed course | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 2B | Comprehending | Newspaper opinion piece on strengths and flaws of your schooling | Question B: article all |
| 3A | Comprehending | WWI graphic poem: compare panels, a poem for visual format, impactNote: no plain comprehension part; (ii) uses a prescribed poem; (iii) mixes image reading, poetic effect and your response | Question A: visual image i, iiiQuestion A: personal response ii, iiiQuestion A: style and language iii |
| 3B | Comprehending | School website article comparing reading a book with its film version | Question B: article all |
| C1 | Composing | Descriptive essay on landscape changing through the seasons | Composition: descriptive or reflective writing all |
| C2 | Composing | Short story where being an outsider drives the plot | Composition: short story all |
| C3 | Composing | Personal essay on the particular joys of being young | Composition: personal essay all |
| C4 | Composing | Discursive essay exploring what makes leaders and good leadership | Composition: discursive or persuasive essay all |
| C5 | Composing | Detective short story: a character weighs possibilities to solve a crime | Composition: short story all |
| C6 | Composing | Personal essay on the value of quiet and personal space today | Composition: personal essay all |
| C7 | Composing | Speech for national debating final on language as a weapon | Composition: speech or talk all |
2017 · Higher Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Montgomery's public poetry: his approach, poetry's benefit to you, two images | Question A: understanding the text iQuestion A: personal response iiQuestion A: visual image iii |
| 1B | Comprehending | School website article choosing three course poems to display around school | Question B: article all |
| 2A | Comprehending | Garton Ash on free speech: tech's impact, schools' role, persuasive languageNote: (iii) framed as agree/disagree with a statement about his persuasive language; tagged style only | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 2B | Comprehending | Newspaper opinion piece on relying on online sources for news | Question B: article all |
| 3A | Comprehending | Auster's childhood memoir: a child's world, best age, aesthetic languageNote: (iii) framed as agree/disagree with a statement about his language; tagged style only | Question A: understanding the text iQuestion A: personal response iiQuestion A: style and language iii |
| 3B | Comprehending | Radio piece reflecting on your childhood and remembered songs, sounds, storiesNote: script for a radio broadcast | Question B: speech or talk all |
| C1 | Composing | Discursive essay weighing good and bad sides of advertising | Composition: discursive or persuasive essay all |
| C2 | Composing | Descriptive essay depicting a scene at night | Composition: descriptive or reflective writing all |
| C3 | Composing | Speech to world youth conference on supporting democracy today | Composition: speech or talk all |
| C4 | Composing | Short story where a tattoo is central to the plot | Composition: short story all |
| C5 | Composing | Stone Age dramatic dialogue pitching the newly invented wheel to scepticsNote: dialogue in dramatic form | Composition: other all |
| C6 | Composing | Personal essay on moments of sudden insight in your life | Composition: personal essay all |
| C7 | Composing | Article: do scientists or artists and writers contribute more to society? | Composition: article or opinion piece all |
Higher Level Paper 2: questions per topic
Each number is how many of that year's questions needed the topic. 176 questions in all.
| 2017 | 2018 | 2019 | 2021 | 2022 | 2023 | 2024 | 2025 | 2026 | Total | |
|---|---|---|---|---|---|---|---|---|---|---|
| Prescribed poetry: style and language | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 42 |
| Prescribed poetry: themes and ideas | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 42 |
| Single text: reader's response and relevance | 2 | 1 | 1 | 3 | 5 | 5 | 5 | 5 | 7 | 34 |
| Single text: theme or issue | 5 | 2 | 1 | 1 | 5 | 2 | 4 | 4 | 5 | 29 |
| Single text: character | 5 | 5 | 1 | 5 | 5 | 4 | – | 2 | 2 | 29 |
| Single text: author's technique and style | 5 | – | 3 | 6 | 3 | 3 | 1 | 1 | 2 | 24 |
| Unseen poem: language, imagery and tone | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 18 |
| Comparative: general vision and viewpoint | 2 | – | 2 | 2 | 2 | 2 | – | 2 | 2 | 14 |
| Unseen poem: meaning and ideas | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 12 |
| Comparative: cultural context | – | 2 | – | 2 | 2 | – | 2 | 2 | 2 | 12 |
| Comparative: literary genre | – | 2 | 2 | – | 2 | 2 | 2 | – | 2 | 12 |
| Comparative: theme or issue | 2 | – | – | 2 | – | 2 | 2 | 2 | – | 10 |
| Single text: key moments and plot | 1 | 1 | – | – | 3 | – | 1 | – | 1 | 7 |
| Unseen poem: personal response | 1 | 1 | 1 | 2 | – | 1 | – | – | 1 | 7 |
| Single text: relationships | – | 1 | 1 | 1 | 1 | 1 | 2 | – | – | 7 |
| Prescribed poetry: personal response | – | 1 | – | 1 | 1 | – | – | 1 | – | 4 |
Higher Level Paper 2, question by question
2026 · Higher Level Paper 2 · 21 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| A/C/E(i) | Single text | Wildfell/Hamnet/Dracula: does the complex plot help or hinder engagement?Note: Same question on the three novels (A, C, E) | Single text: key moments and plot allSingle text: reader's response and relevance all |
| A(ii) | Single text | Wildfell Hall: insights from its treatment of damnation and salvationNote: All five (ii) share one template with a different theme each, so kept separate | Single text: theme or issue allSingle text: reader's response and relevance all |
| B(i) | Single text | The Crucible: dramatic techniques shaping at least two characters | Single text: author's technique and style allSingle text: character all |
| B(ii) | Single text | The Crucible: individual desire against community needs; insights gained | Single text: theme or issue allSingle text: reader's response and relevance all |
| C(ii) | Single text | Hamnet: insights from its treatment of death and grief | Single text: theme or issue allSingle text: reader's response and relevance all |
| D(i) | Single text | Macbeth: dramatic techniques deepening our sympathy for MacbethNote: At least two techniques; audience sympathy counted as response | Single text: author's technique and style allSingle text: character allSingle text: reader's response and relevance all |
| D(ii) | Single text | Macbeth: insights from its treatment of order and disorder | Single text: theme or issue allSingle text: reader's response and relevance all |
| E(ii) | Single text | Dracula: insights from its treatment of science versus religion | Single text: theme or issue allSingle text: reader's response and relevance all |
| A1 | Comparative | Cultural context: how possible is moving between social classes? | Comparative: cultural context all |
| A2 | Comparative | Cultural context: how patriarchy is fostered and sustained | Comparative: cultural context all |
| B1 | Comparative | General vision: emotional or rational response forming your sense of it | Comparative: general vision and viewpoint all |
| B2 | Comparative | General vision: human intervention driving change, shaping your sense | Comparative: general vision and viewpoint all |
| C1 | Comparative | Literary genre: techniques creating an engaging opening | Comparative: literary genre all |
| C2 | Comparative | Literary genre: techniques conveying a character's inner conflict | Comparative: literary genre all |
| Unseen 1 | Poetry | Alvy Carragher, Library: why books matter to the poet; the tone | Unseen poem: meaning and ideas aUnseen poem: language, imagery and tone b |
| Unseen 2 | Poetry | Alvy Carragher, Library: do you find the language engaging? | Unseen poem: language, imagery and tone allUnseen poem: personal response all |
| Poet 1 | Poetry | Elizabeth Bishop: precise, controlled style exploring troubling moods | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 2 | Poetry | Eiléan Ní Chuilleanáin: narrative style revealing layered, enigmatic meanings | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 3 | Poetry | W.B. Yeats: forceful language following his thwarted personal and political ideals | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 4 | Poetry | Paula Meehan: skilful language softening her harsh critiques | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 5 | Poetry | John Donne: puzzling but witty language probing complicated relationships | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
2025 · Higher Level Paper 2 · 19 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| A/B/E(i) | Single text | Wildfell/All the Light/Frankenstein: insights into how power works thereNote: Same question on the three novels (A, B, E); C(i) uses justice instead | Single text: theme or issue allSingle text: reader's response and relevance all |
| A/B/E(ii) | Single text | Wildfell/All the Light/Frankenstein: techniques making two characters credibleNote: Same question on the three novels (A, B, E) | Single text: character allSingle text: author's technique and style all |
| C(i) | Single text | The Crucible: insights into justice and injustice in its world | Single text: theme or issue allSingle text: reader's response and relevance all |
| C(ii) | Single text | The Crucible: keeping or betraying conscience; insights into human nature | Single text: theme or issue allSingle text: reader's response and relevance all |
| D(i) | Single text | King Lear: characters who are both victims and persecutorsNote: At least two characters; insights into human nature counted as response | Single text: character allSingle text: reader's response and relevance all |
| D(ii) | Single text | King Lear: order and justice against chaos and cruelty | Single text: theme or issue allSingle text: reader's response and relevance all |
| A1 | Comparative | Theme: a central character's mindset aiding exploration of a theme | Comparative: theme or issue all |
| A2 | Comparative | Theme: inclusive or exclusive behaviour teaching lessons about a theme | Comparative: theme or issue all |
| B1 | Comparative | Cultural context: fear of nonconformity shaping a character's behaviour | Comparative: cultural context all |
| B2 | Comparative | Cultural context: subtle division used to keep control | Comparative: cultural context all |
| C1 | Comparative | General vision: does the climax overly decide your sense of it? | Comparative: general vision and viewpoint all |
| C2 | Comparative | General vision: contradictory human nature shaping your sense of it | Comparative: general vision and viewpoint all |
| Unseen 1 | Poetry | Pat Boran, Turn Back: the poem's mood; is the title fitting? | Unseen poem: language, imagery and tone aUnseen poem: meaning and ideas b |
| Unseen 2 | Poetry | Pat Boran, Turn Back: is the language clever and skilful? | Unseen poem: language, imagery and tone all |
| Poet 1 | Poetry | Eavan Boland: vivid, suggestive imagery probing the experience of powerlessness | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 2 | Poetry | Patrick Kavanagh: simple language, local insights into nature and people | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 3 | Poetry | T.S. Eliot: imagery portraying a morally empty, futile world | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 4 | Poetry | Derek Mahon: would hearing his poems aloud deepen appreciation?Note: Asks about an audience's appreciation; counted as personal response | Prescribed poetry: personal response allPrescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 5 | Poetry | Tracy K. Smith: tone sharpening questions about how we live | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
2024 · Higher Level Paper 2 · 20 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| A/D/E(i) | Single text | All the Light/Frankenstein/Dorian Gray: gripping tensions from moral questionsNote: Same question on the three novels (A, D, E) | Single text: theme or issue allSingle text: reader's response and relevance all |
| A/D(ii) | Single text | All the Light/Frankenstein: does the story's structure hold readers?Note: Same question on two novels (A, D); E(ii) differs | Single text: author's technique and style allSingle text: key moments and plot allSingle text: reader's response and relevance all |
| B(i) | Single text | The Crucible: Proctor and Elizabeth's marriage opening up key issuesNote: Same template as C(i) but different characters | Single text: relationships allSingle text: theme or issue all |
| B(ii) | Single text | The Crucible: why it is not a wholly bleak playNote: Hope/optimism counted as reader's response | Single text: reader's response and relevance all |
| C(i) | Single text | Hamlet: Hamlet and Gertrude's bond opening up key issuesNote: Same template as B(i) but different characters | Single text: relationships allSingle text: theme or issue all |
| C(ii) | Single text | Hamlet: what makes it unexpectedly positive and hopefulNote: Hope/optimism counted as reader's response | Single text: reader's response and relevance all |
| E(ii) | Single text | Dorian Gray: insights from its provocative picture of class | Single text: theme or issue allSingle text: reader's response and relevance all |
| A1 | Comparative | Literary genre: techniques making a relationship believable | Comparative: literary genre all |
| A2 | Comparative | Literary genre: techniques manipulating the reader's emotions | Comparative: literary genre all |
| B1 | Comparative | Cultural context: social status determining a character's freedom | Comparative: cultural context all |
| B2 | Comparative | Cultural context: settings that nurture admirable values | Comparative: cultural context all |
| C1 | Comparative | Theme: a pivotal interaction between characters revealing a theme | Comparative: theme or issue all |
| C2 | Comparative | Theme: does its exploration suggest people are selfless? | Comparative: theme or issue all |
| Unseen 1 | Poetry | Jonathan Edwards, Grandfather: effectiveness of tone; the grandfather's traits | Unseen poem: language, imagery and tone aUnseen poem: meaning and ideas b |
| Unseen 2 | Poetry | Jonathan Edwards, Grandfather: how clever and inventive is the language? | Unseen poem: language, imagery and tone all |
| Poet 1 | Poetry | W.B. Yeats: strong images probing the contradictions at his work's core | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 2 | Poetry | Eiléan Ní Chuilleanáin: suggestive images yielding meaningful truths about life | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 3 | Poetry | Emily Dickinson: style turning abstract ideas into tangible, approachable ones | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 4 | Poetry | Sylvia Plath: striking imagery revealing her sharp eye on society | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 5 | Poetry | Seamus Heaney: seemingly simple style, deep observations on people, places | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
2023 · Higher Level Paper 2 · 21 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| A/D/E(i) | Single text | All the Light/Frankenstein/Dorian Gray: nature or surroundings shaping behaviourNote: Same question on the three novels (A, D, E); at least two characters | Single text: character all |
| A(ii) | Single text | All the Light: lessons from its treatment of resilience and resistance | Single text: theme or issue allSingle text: reader's response and relevance all |
| B(i) | Single text | A Doll's House: Torvald as complex, tragic, both scorned and pitied | Single text: character allSingle text: reader's response and relevance all |
| B(ii) | Single text | A Doll's House: do dialogue and symbols heighten its impact on you? | Single text: author's technique and style allSingle text: reader's response and relevance all |
| C(i) | Single text | Macbeth: ambiguities in his character shaping an unstable, tragic identity | Single text: character all |
| C(ii) | Single text | Macbeth: Lady Macbeth and the Witches heightening dramatic impact | Single text: character allSingle text: author's technique and style all |
| D(ii) | Single text | Frankenstein: lessons from its treatment of companionship and friendship | Single text: theme or issue allSingle text: relationships allSingle text: reader's response and relevance all |
| E(ii) | Single text | Dorian Gray: do satire and gothic darkness heighten its impact on you? | Single text: author's technique and style allSingle text: reader's response and relevance all |
| A1 | Comparative | General vision: compassion and kindness shaping your sense of it | Comparative: general vision and viewpoint all |
| A2 | Comparative | General vision: characters' responses to personal or social crises | Comparative: general vision and viewpoint all |
| B1 | Comparative | Literary genre: techniques raising or lowering empathy for a character | Comparative: literary genre all |
| B2 | Comparative | Literary genre: techniques building a gripping climax | Comparative: literary genre all |
| C1 | Comparative | Theme: contradictions in human nature revealed through a theme | Comparative: theme or issue all |
| C2 | Comparative | Theme: ethical questions explored through the same theme | Comparative: theme or issue all |
| Unseen 1 | Poetry | Victoria Kennefick, Guest Room: impression of the daughter; language's impact | Unseen poem: meaning and ideas aUnseen poem: language, imagery and tone bUnseen poem: personal response b |
| Unseen 2 | Poetry | Victoria Kennefick, Guest Room: a mother-daughter bond explored; subject and styleNote: Agree/disagree with a statement; not counted as personal response | Unseen poem: meaning and ideas allUnseen poem: language, imagery and tone all |
| Poet 1 | Poetry | Derek Mahon: suggestive images carrying themes shadowed by darkness and unease | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 2 | Poetry | Patrick Kavanagh: lyrical, celebratory style lifting ordinary life | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 3 | Poetry | Paula Meehan: forceful language challenging oppressive forces | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 4 | Poetry | John Donne: ingenious, paradox-filled language examining what being human means | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 5 | Poetry | Adrienne Rich: sadness conveyed by exposing life's flaws | Prescribed poetry: themes and ideas allPrescribed poetry: style and language all |
2022 · Higher Level Paper 2 · 23 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| A(i) | Single text | All the Light: Werner's passion for science; gripping and troubling results?Note: (i) template 'fascinating and disturbing' repeats on every text with different subjects; counted as response | Single text: character allSingle text: theme or issue allSingle text: reader's response and relevance all |
| A(ii) | Single text | All the Light: what the diamond story does for the narrative | Single text: author's technique and style allSingle text: key moments and plot all |
| B(i) | Single text | A Doll's House: deception and self-delusion, intriguing yet troubling? | Single text: theme or issue allSingle text: reader's response and relevance all |
| B(ii) | Single text | A Doll's House: how Nora's secret loan illuminates the play | Single text: key moments and plot allSingle text: character all |
| C(i) | Single text | Othello: Iago and Emilia's marriage, intriguing yet troubling? | Single text: relationships allSingle text: reader's response and relevance all |
| C(ii) | Single text | Othello: how his outsider status deepens our understanding | Single text: character allSingle text: theme or issue all |
| D(i) | Single text | Frankenstein: Victor's scientific ambition; gripping and troubling results? | Single text: character allSingle text: theme or issue allSingle text: reader's response and relevance all |
| D(ii) | Single text | Frankenstein: what the letters contribute to the narrative | Single text: author's technique and style all |
| E(i) | Single text | Dorian Gray: results of Dorian's pleasure-seeking; gripping and troubling? | Single text: character allSingle text: theme or issue allSingle text: reader's response and relevance all |
| E(ii) | Single text | Dorian Gray: what Basil's portrait contributes to the narrative | Single text: author's technique and style allSingle text: key moments and plot all |
| A1 | Comparative | Literary genre: techniques that move the plot forward | Comparative: literary genre all |
| A2 | Comparative | Literary genre: techniques keeping you interested in a central character | Comparative: literary genre all |
| B1 | Comparative | Cultural context: how the powerful hold on to dominance | Comparative: cultural context all |
| B2 | Comparative | Cultural context: how far individuality or nonconformity is tolerated | Comparative: cultural context all |
| C1 | Comparative | General vision: resilience of people or communities shaping it | Comparative: general vision and viewpoint all |
| C2 | Comparative | General vision: treatment of disadvantaged characters shaping it | Comparative: general vision and viewpoint all |
| Unseen 1 | Poetry | Thomas Lux, silent reading: accuracy of description; the barn example | Unseen poem: meaning and ideas a, bUnseen poem: language, imagery and tone b |
| Unseen 2 | Poetry | Thomas Lux, silent reading: plain words and concrete images for abstract ideas | Unseen poem: language, imagery and tone allUnseen poem: meaning and ideas all |
| Poet 1 | Poetry | Brendan Kennelly: attractive descriptive style on human triumphs and limitsNote: 'Appealing' style claimed, but not asked as own response | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 2 | Poetry | Adrienne Rich: imagery and style exposing harmful social structures | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 3 | Poetry | William Wordsworth: style dated and themes irrelevant today? | Prescribed poetry: personal response allPrescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 4 | Poetry | Emily Dickinson: lively style conveying fascination with life | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 5 | Poetry | W.B. Yeats: beautiful language drawing insights from history and myth | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
2021 · Higher Level Paper 2 · 22 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| A(i) | Single text | Handmaid's Tale: Offred's past and thoughts shaping your view of her | Single text: character allSingle text: reader's response and relevance all |
| A(ii) | Single text | Handmaid's Tale: does the dystopia strengthen or weaken the storytelling? | Single text: author's technique and style all |
| B(i) | Single text | Days Without End: Thomas's hardships and bond with Winona shaping response | Single text: character allSingle text: relationships allSingle text: reader's response and relevance all |
| B(ii) | Single text | Days Without End: does the historical setting strengthen the storytelling? | Single text: author's technique and style all |
| C(i) | Single text | Wuthering Heights: Heathcliff's childhood and obsession shaping your response | Single text: character allSingle text: reader's response and relevance all |
| C(ii) | Single text | Wuthering Heights: do gothic elements strengthen or weaken the storytelling? | Single text: author's technique and style all |
| D/E(i) | Single text | King Lear/The Tempest: how effectively disorder and confusion are usedNote: Same question on both plays (D, E) | Single text: author's technique and style allSingle text: theme or issue all |
| D(ii) | Single text | King Lear: would cutting Kent and the Fool weaken the play?Note: Same template as E(ii) but different characters | Single text: character allSingle text: author's technique and style all |
| E(ii) | Single text | The Tempest: would cutting Caliban and Miranda weaken the play?Note: Same template as D(ii) but different characters | Single text: character allSingle text: author's technique and style all |
| A1 | Comparative | Theme: why a theme's treatment did or didn't move you | Comparative: theme or issue all |
| A2 | Comparative | Theme: a character's motives in key decisions illuminating a theme | Comparative: theme or issue all |
| B1 | Comparative | Cultural context: its influence on a significant relationship | Comparative: cultural context all |
| B2 | Comparative | Cultural context: why major social change happens or not | Comparative: cultural context all |
| C1 | Comparative | General vision: an inspiring character's effect on your sense of it | Comparative: general vision and viewpoint all |
| C2 | Comparative | General vision: disturbing aspects shaping your sense of it | Comparative: general vision and viewpoint all |
| Unseen 1 | Poetry | Louise Greig, Albatross: appeal of language; missing final full stop | Unseen poem: language, imagery and tone a, bUnseen poem: personal response a |
| Unseen 2 | Poetry | Louise Greig, Albatross: serious, funny or both? Language and subject | Unseen poem: personal response allUnseen poem: language, imagery and tone allUnseen poem: meaning and ideas all |
| Poet 1 | Poetry | Eavan Boland: narrative elements conveying her themes | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 2 | Poetry | John Keats: does fear or sadness spoil enjoying his beauty? | Prescribed poetry: personal response allPrescribed poetry: themes and ideas allPrescribed poetry: style and language all |
| Poet 3 | Poetry | Seamus Heaney: language transforming the everyday into deep lessons | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 4 | Poetry | Sylvia Plath: inventive style conveying both wonder and menace | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 5 | Poetry | Paul Durcan: tone and mood expressing feeling, amplifying themes | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
2019 · Higher Level Paper 2 · 15 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| A/B/C(i) | Single text | Americanah/Handmaid/Persuasion: insights into identity the novel gave youNote: Same question on the three novels (A, B, C) | Single text: theme or issue allSingle text: reader's response and relevance all |
| A/B/C(ii) | Single text | Americanah/Handmaid/Persuasion: do the women let one another down?Note: Same question on the three novels (A, B, C) | Single text: character allSingle text: relationships all |
| D/E(i) | Single text | Bog of Cats/Macbeth: do strange, horrific elements deepen the tragedy?Note: Same question on both plays (D, E); tragic intensity read as genre/technique | Single text: author's technique and style all |
| D(ii) | Single text | By the Bog of Cats: language creating dark humour and poetic quality | Single text: author's technique and style all |
| E(ii) | Single text | Macbeth: language and imagery building theme, character or settingNote: Candidate picks one aspect (themes, characterisation, or setting/atmosphere); only technique is compulsory | Single text: author's technique and style all |
| A1 | Comparative | General vision: how your own beliefs shape your sense of it | Comparative: general vision and viewpoint all |
| A2 | Comparative | General vision: a central character's integrity shaping it | Comparative: general vision and viewpoint all |
| B1 | Comparative | Literary genre: techniques revealing a central character's mindset | Comparative: literary genre all |
| B2 | Comparative | Literary genre: techniques that build mood and atmosphere | Comparative: literary genre all |
| Unseen 1 | Poetry | Carol Ann Duffy, Wound in Time: title's fitness; images of war's horror | Unseen poem: meaning and ideas aUnseen poem: language, imagery and tone a, bUnseen poem: personal response b |
| Unseen 2 | Poetry | Carol Ann Duffy, Wound in Time: language maximising emotional effectNote: Emotional impact implied but not asked as own response | Unseen poem: language, imagery and tone all |
| Poet 1 | Poetry | Brendan Kennelly: emotions and varied characters revealing his humanity | Prescribed poetry: themes and ideas allPrescribed poetry: style and language all |
| Poet 2 | Poetry | Elizabeth Bishop: varied techniques, more analytical than emotional? | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 3 | Poetry | W.B. Yeats: does his poetry engage both mind and feelings?Note: Asks explicitly for themes and language; 'stimulating' could also be read as reader response | Prescribed poetry: themes and ideas allPrescribed poetry: style and language all |
| Poet 4 | Poetry | Sylvia Plath: how well her images build themes and create drama | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
2018 · Higher Level Paper 2 · 17 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| A/B/D(i) | Single text | Heights/Gatsby/Americanah: is love and marriage shown wholly negatively?Note: Same question on the three novels (A, B, D) only | Single text: relationships allSingle text: theme or issue all |
| A(ii) | Single text | Wuthering Heights: factors that most shape Heathcliff's developmentNote: Same wording as B(ii)/D(ii) except the character named, so kept separate | Single text: character all |
| B(ii) | Single text | Great Gatsby: factors that most shape Gatsby's developmentNote: Same wording as A(ii)/D(ii) except the character named | Single text: character all |
| D(ii) | Single text | Americanah: factors that most shape Ifemelu's developmentNote: Same wording as A(ii)/B(ii) except the character named | Single text: character all |
| C/E(i) | Single text | All My Sons/King Lear: three gripping moments revealing human natureNote: Same question on both plays (C, E); 'why you find them riveting' and insights counted as response | Single text: key moments and plot allSingle text: theme or issue allSingle text: reader's response and relevance all |
| C(ii) | Single text | All My Sons: does Kate matter more than Joe? | Single text: character all |
| E(ii) | Single text | King Lear: does Cordelia matter more than her two sisters? | Single text: character all |
| A1 | Comparative | Cultural context: behaviour seen as unacceptable and society's reaction | Comparative: cultural context all |
| A2 | Comparative | Cultural context: what most limits a character's happiness or success | Comparative: cultural context all |
| B1 | Comparative | Literary genre: techniques shaping your response to a central character | Comparative: literary genre all |
| B2 | Comparative | Literary genre: techniques that grab attention at a text's opening | Comparative: literary genre all |
| Unseen 1 | Poetry | Moya Cannon, ivory swans: view of time; two striking images | Unseen poem: meaning and ideas aUnseen poem: language, imagery and tone bUnseen poem: personal response b |
| Unseen 2 | Poetry | Moya Cannon, ivory swans: language and imagery throughout | Unseen poem: language, imagery and tone all |
| Poet 1 | Poetry | Robert Frost: narrative and dramatic scenes revealing his darker vision | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 2 | Poetry | Eiléan Ní Chuilleanáin: intriguing stories, modern Irish themes, enigmatic style | Prescribed poetry: themes and ideas allPrescribed poetry: style and language all |
| Poet 3 | Poetry | John Montague: real and symbolic places exploring personal, cultural identity | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 4 | Poetry | Philip Larkin: does his work appeal to ordinary readers? | Prescribed poetry: personal response allPrescribed poetry: themes and ideas allPrescribed poetry: style and language all |
2017 · Higher Level Paper 2 · 18 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| A(i) | Single text | Emma: a trivial love story with narrow appeal? Agree or disagreeNote: Genre label (romance) plus appeal; 'frivolous' read as a claim about its themes | Single text: author's technique and style allSingle text: reader's response and relevance allSingle text: theme or issue all |
| A/B/D(ii) | Single text | Emma/Gatsby/Nightingales: are the women all similarly without power?Note: Same question on three novels (A, B, D) only; C(ii) and E(ii) differ, so recorded separately | Single text: character allSingle text: theme or issue all |
| B(i) | Single text | Great Gatsby: self-centred people but no real critique of society? | Single text: character allSingle text: theme or issue all |
| C(i) | Single text | A Doll's House: a home-bound drama ignoring big social questions?Note: 'Domestic drama' is a genre label, counted as technique | Single text: theme or issue allSingle text: author's technique and style all |
| C(ii) | Single text | A Doll's House: dramatic jobs done by Rank and Krogstad | Single text: character allSingle text: author's technique and style all |
| D(i) | Single text | Death and Nightingales: an implausible story of brutality and lies? | Single text: key moments and plot allSingle text: theme or issue all |
| E(i) | Single text | Hamlet: an unsettling thriller of the mind? Agree or disagreeNote: Genre (thriller) + reader's unease; 'psychological' taken to need character | Single text: author's technique and style allSingle text: reader's response and relevance allSingle text: character all |
| E(ii) | Single text | Hamlet: dramatic jobs done by Laertes and Horatio | Single text: character allSingle text: author's technique and style all |
| A1 | Comparative | General vision: how relationships shape your sense of it | Comparative: general vision and viewpoint all |
| A2 | Comparative | General vision: factors changing or confirming your first impression | Comparative: general vision and viewpoint all |
| B1 | Comparative | Theme: why one theme seems more relevant today in some texts | Comparative: theme or issue all |
| B2 | Comparative | Theme: why one theme entertains more in some texts | Comparative: theme or issue all |
| Unseen 1 | Poetry | Robyn Sarah, Bounty: poet's outlook on life; a mood and its making | Unseen poem: meaning and ideas aUnseen poem: language, imagery and tone b |
| Unseen 2 | Poetry | Robyn Sarah, Bounty: its appeal through theme, tone, language, imagery | Unseen poem: personal response allUnseen poem: meaning and ideas allUnseen poem: language, imagery and tone all |
| Poet 1 | Poetry | Eavan Boland: symbols and metaphors linking private life to social truths | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 2 | Poetry | John Donne: at once playful and demanding in manner and matter | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 3 | Poetry | John Keats: rich sensory imagery voicing deep inner tensions | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
| Poet 4 | Poetry | Elizabeth Bishop: choose poems whose imagery faces life's hard truthsNote: 'Select the poems that, in your opinion' format; not counted as personal response | Prescribed poetry: style and language allPrescribed poetry: themes and ideas all |
Ordinary Level Paper 1: questions per topic
Each number is how many of that year's questions needed the topic. 117 questions in all.
| 2017 | 2018 | 2019 | 2021 | 2022 | 2023 | 2024 | 2025 | 2026 | Total | |
|---|---|---|---|---|---|---|---|---|---|---|
| Question A: personal response | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 27 |
| Question A: understanding the text | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 26 |
| Composition: personal essay | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 19 |
| Composition: short story | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 18 |
| Question A: visual image | 1 | 1 | 3 | 1 | 3 | 3 | 2 | 1 | 1 | 16 |
| Composition: article or opinion piece | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 1 | 2 | 13 |
| Composition: speech or talk | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 12 |
| Question A: style and language | – | 3 | – | – | – | 2 | 2 | 2 | 2 | 11 |
| Question B: letter or email | 1 | 1 | 1 | – | 1 | 1 | – | 1 | 1 | 7 |
| Question B: other task | – | – | – | – | 1 | 1 | 1 | 2 | 1 | 6 |
| Question B: speech or talk | 1 | – | – | 2 | – | – | – | – | 1 | 4 |
| Question B: article | 1 | 1 | 1 | – | – | – | 1 | – | – | 4 |
| Question B: diary, blog or personal account | – | 1 | 1 | – | – | 1 | 1 | – | – | 4 |
| Question B: report, review or proposal | – | – | – | 1 | 1 | – | – | – | – | 2 |
| Composition: other | 1 | – | – | – | – | – | – | – | – | 1 |
Ordinary Level Paper 1, question by question
2026 · Ordinary Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Katriona O'Sullivan memoir: her teacher, sense of place, childhood first | Question A: understanding the text i, iiiQuestion A: style and language iiQuestion A: personal response iii |
| 1B | Comprehending | Open-day talk to incoming first years on starting secondary | Question B: speech or talk all |
| 2A | Comprehending | Andrew at a play centre: impression, atmosphere, childhood memory, meaning | Question A: understanding the text i, iiiQuestion A: style and language iiQuestion A: personal response iii |
| 2B | Comprehending | Email asking local businesses to fund a new playground | Question B: letter or email all |
| 3A | Comprehending | Child-rearing advice and photos: best and worst advice, imagesNote: (i) judging advice treated as understanding plus personal response | Question A: understanding the text iQuestion A: personal response i, ii, iiiQuestion A: visual image ii |
| 3B | Comprehending | Heated parent-child dialogue about phones ending in compromiseNote: Dialogue | Question B: other task all |
| C1 | Composing | Essay on how much independence matters to you | Composition: personal essay all |
| C2 | Composing | Story where pride causes a character's downfall | Composition: short story all |
| C3 | Composing | Debate speech: should parents take compulsory training first? | Composition: speech or talk all |
| C4 | Composing | Newspaper opinion piece on being an engaged citizen | Composition: article or opinion piece all |
| C5 | Composing | Story: toddlers solve a mystery in a play centre | Composition: short story all |
| C6 | Composing | Magazine article describing your ideal school | Composition: article or opinion piece all |
| C7 | Composing | Essay on the worst jobs you have ever done | Composition: personal essay all |
2025 · Ordinary Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Paul Howard and his dog: bond, language, meaning, showing love | Question A: understanding the text i, iiiQuestion A: style and language iiQuestion A: personal response iii |
| 1B | Comprehending | Animal rescue charity pamphlet encouraging pet adoptionNote: Pamphlet/leaflet | Question B: other task all |
| 2A | Comprehending | Rosaleen McDonagh's mother and grandmother: bond, language, meaning, love | Question A: understanding the text i, iiiQuestion A: style and language iiQuestion A: personal response iii |
| 2B | Comprehending | Grandmother's letter to granddaughter about growing up long ago | Question B: letter or email all |
| 3A | Comprehending | Love quotations and images: best quotes, images, suggest anotherNote: (i) choosing quotations treated as understanding plus personal response | Question A: understanding the text iQuestion A: personal response i, ii, iiiQuestion A: visual image ii |
| 3B | Comprehending | Magazine interview answers from a well-being expert on relationshipsNote: Interview answers | Question B: other task all |
| C1 | Composing | Story told by a family pet about its secret day | Composition: short story all |
| C2 | Composing | Essay on why standing up for your beliefs matters | Composition: personal essay all |
| C3 | Composing | Magazine article on not taking life too seriously | Composition: article or opinion piece all |
| C4 | Composing | Parent's talk to Parents' Council on young people's freedom | Composition: speech or talk all |
| C5 | Composing | Story: lovers driven apart who reunite in the end | Composition: short story all |
| C6 | Composing | Essay on things in life that break your heart | Composition: personal essay all |
| C7 | Composing | Debate speech on whether love is all you need | Composition: speech or talk all |
2024 · Ordinary Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Jamie in a novel extract: impression, descriptive writing, book covers | Question A: understanding the text iQuestion A: style and language iiQuestion A: personal response iiiQuestion A: visual image iii |
| 1B | Comprehending | School website blog choosing three time-capsule objects | Question B: diary, blog or personal account all |
| 2A | Comprehending | Sprinter Rhasidat Adeleke: impression, sense of place, your challengeNote: (ii) how well the writing conveys place counted as style; (iii)(b) imagine cover images, no image to read | Question A: understanding the text iQuestion A: style and language iiQuestion A: personal response iii |
| 2B | Comprehending | Radio commentary on the closing stages of a sports eventNote: Radio sports commentary | Question B: other task all |
| 3A | Comprehending | Quotations and photos on challenges: favourites, lessons, extra imagesNote: (i) choosing favourite quotations treated as understanding plus personal response | Question A: understanding the text iQuestion A: personal response i, iiiQuestion A: visual image ii |
| 3B | Comprehending | Newspaper advice column for parents on teenage challenges | Question B: article all |
| C1 | Composing | Essay on the challenges of an ordinary week | Composition: personal essay all |
| C2 | Composing | Story: a character overcomes difficulties after a big change | Composition: short story all |
| C3 | Composing | Magazine article on settling into a different country | Composition: article or opinion piece all |
| C4 | Composing | Story in which people stand up to a dishonest ruler | Composition: short story all |
| C5 | Composing | Essay on your talents and how you developed them | Composition: personal essay all |
| C6 | Composing | UN youth forum speech on the world's current challenges | Composition: speech or talk all |
| C7 | Composing | Feature article: do people complain officially when unhappy? | Composition: article or opinion piece all |
2023 · Ordinary Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Denise O'Sullivan: impression, judging the article, life lessons, photo choiceNote: (ii) picking adjectives for the article (e.g. well-written) counted as style | Question A: understanding the text iQuestion A: style and language iiQuestion A: personal response iiiQuestion A: visual image iii |
| 1B | Comprehending | Blog of your first year living away from home | Question B: diary, blog or personal account all |
| 2A | Comprehending | George Saunders: impression, graduation speech suitability, image choice | Question A: understanding the text iQuestion A: style and language iiQuestion A: personal response iiiQuestion A: visual image iii |
| 2B | Comprehending | Radio interview script with an older person about their lifeNote: Interview | Question B: other task all |
| 3A | Comprehending | Banksy: impression, his two artworks, life lessons, staying anonymousNote: (iii)(b) why Banksy hides his identity counted as understanding (text may be used) | Question A: understanding the text i, iiiQuestion A: visual image iiQuestion A: personal response ii, iii |
| 3B | Comprehending | Letter to local paper on graffiti: art or vandalism? | Question B: letter or email all |
| C1 | Composing | Essay on the things you are passionate about | Composition: personal essay all |
| C2 | Composing | Story: a kind act with a surprising result | Composition: short story all |
| C3 | Composing | Debate speech: do humans ever learn from mistakes? | Composition: speech or talk all |
| C4 | Composing | Essay on people who have influenced you | Composition: personal essay all |
| C5 | Composing | Magazine article weighing up celebrity culture today | Composition: article or opinion piece all |
| C6 | Composing | Talk reassuring first years that nobody gets everything right | Composition: speech or talk all |
| C7 | Composing | Story: two rivals' competition ends badly for both | Composition: short story all |
2022 · Ordinary Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Humans and AI robots: changing bond, friendship hopes, friendship qualitiesNote: Only one question (A or B) answered in Section I this year; parts worth 10 each | Question A: understanding the text iQuestion A: personal response ii, iiiQuestion A: visual image ii |
| 1B | Comprehending | Product-tester report on a robot cat, under set headings | Question B: report, review or proposal all |
| 2A | Comprehending | Contacting aliens: possible outcomes, excitement or fear, friendship | Question A: understanding the text iQuestion A: personal response ii, iiiQuestion A: visual image ii |
| 2B | Comprehending | Radio advert selling Earth holidays to people living on the MoonNote: Radio advertisement | Question B: other task all |
| 3A | Comprehending | Greta Thunberg: gains from activism, qualities as a friend | Question A: understanding the text i, iiQuestion A: visual image iiQuestion A: personal response iii |
| 3B | Comprehending | Letter inviting Greta Thunberg to accept a climate award | Question B: letter or email all |
| C1 | Composing | Essay on being a good, supportive friend | Composition: personal essay all |
| C2 | Composing | Story set in a country where teenagers make the laws | Composition: short story all |
| C3 | Composing | Talk to friendly aliens on good and bad sides of humanity | Composition: speech or talk all |
| C4 | Composing | Story: a human and AI robot team up to solve a mystery | Composition: short story all |
| C5 | Composing | Essay on big issues and small irritations that make you furious | Composition: personal essay all |
| C6 | Composing | Debate speech for or against joining a climate school strike | Composition: speech or talk all |
| C7 | Composing | Front-page news article announcing approaching alien spaceships | Composition: article or opinion piece all |
2021 · Ordinary Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Denise Chaila: influences, gains from music, your life choicesNote: Only one question (A or B) answered in Section I this year; parts worth 10 each | Question A: understanding the text i, iiQuestion A: personal response iii |
| 1B | Comprehending | Website review of a music-themed album, book or film | Question B: report, review or proposal all |
| 2A | Comprehending | Music connecting people; technology's effect; real or virtual concertNote: (ii) text-based judgement on technology counted as understanding | Question A: understanding the text i, iiQuestion A: personal response iii |
| 2B | Comprehending | Class talk naming the greatest inventions in history | Question B: speech or talk all |
| 3A | Comprehending | Three photos of shared music: compare, atmosphere, your preferenceNote: Text is images only; all of (i) and (ii) read images | Question A: visual image i, ii, iiiQuestion A: personal response iii |
| 3B | Comprehending | Podcast script promoting your favourite music genreNote: Podcast | Question B: speech or talk all |
| C1 | Composing | Story: a musician in a world where music is banned | Composition: short story all |
| C2 | Composing | Essay on what shapes your identity | Composition: personal essay all |
| C3 | Composing | Magazine article: is technology always good for us? | Composition: article or opinion piece all |
| C4 | Composing | Essay on refusing to change to fit labelsNote: Gives views on a statement; could read as discursive | Composition: personal essay all |
| C5 | Composing | Story: virtual singer Hatsune Miku escapes into the real world | Composition: short story all |
| C6 | Composing | Community magazine article on activities that unite neighbours | Composition: article or opinion piece all |
| C7 | Composing | Talk to exchange visitors on creative people's role in Ireland | Composition: speech or talk all |
2019 · Ordinary Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Melanie Murphy's healthy social media habits; two images on phones | Question A: understanding the text iQuestion A: personal response ii, iiiQuestion A: visual image iii |
| 1B | Comprehending | Phone company web article: etiquette dos and don'ts for mobiles | Question B: article all |
| 2A | Comprehending | Selfies: their impact, good or bad, images, future historical value | Question A: understanding the text iQuestion A: personal response ii, iiiQuestion A: visual image iii |
| 2B | Comprehending | Letter to editor answering claim that young people are vain | Question B: letter or email all |
| 3A | Comprehending | Festival recycling volunteers, deposit scheme, abandoned tent image diaryNote: (iii)(a) is a short diary entry reacting to an image; counted as personal response plus visual | Question A: understanding the text iQuestion A: personal response ii, iiiQuestion A: visual image iii |
| 3B | Comprehending | Blog post proposing a cup and bottle refund schemeNote: Blog post, but its content is a proposal | Question B: diary, blog or personal account all |
| C1 | Composing | Story: craving attention brings unexpected consequences | Composition: short story all |
| C2 | Composing | Essay on everyday things the future may find strange | Composition: personal essay all |
| C3 | Composing | Music magazine article designing the perfect festival | Composition: article or opinion piece all |
| C4 | Composing | Essay imagining a year without any social media | Composition: personal essay all |
| C5 | Composing | Story: childhood friends' band becomes famous, success regretted | Composition: short story all |
| C6 | Composing | Magazine article on the value of volunteering | Composition: article or opinion piece all |
| C7 | Composing | UN conference speech on space exploration's chances and duties | Composition: speech or talk all |
2018 · Ordinary Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Joanne O'Riordan: impression, her speaking skill, your documentary title | Question A: understanding the text iQuestion A: style and language iiQuestion A: personal response iii |
| 1B | Comprehending | School website article on your STEM experience and recommending it | Question B: article all |
| 2A | Comprehending | Gary O'Donovan: impression, front page or sports page, your inspirationNote: (ii) judging where the article belongs from its headline and register counted as style | Question A: understanding the text iQuestion A: style and language iiQuestion A: personal response iii |
| 2B | Comprehending | Three diary entries preparing for a school competition final | Question B: diary, blog or personal account all |
| 3A | Comprehending | Kailash Satyarthi: impression, child labour poster, documentary titleNote: (iii)(a) title must reflect his work, so counted as understanding | Question A: understanding the text i, iiiQuestion A: style and language iiQuestion A: visual image iiQuestion A: personal response iii |
| 3B | Comprehending | Letter to editor raising awareness of child labour abroad | Question B: letter or email all |
| C1 | Composing | Speech to classmates on technology's good and bad effects | Composition: speech or talk all |
| C2 | Composing | Story of mix-ups caused by identical twin siblings | Composition: short story all |
| C3 | Composing | Youth magazine article on helping build better lives locally, globally | Composition: article or opinion piece all |
| C4 | Composing | Essay on the role of family, friends, health, school, fun, work | Composition: personal essay all |
| C5 | Composing | Story: a race against time to stop a disaster | Composition: short story all |
| C6 | Composing | Essay on what you have achieved and hope to achieve | Composition: personal essay all |
| C7 | Composing | Essay on growing up with or without siblings | Composition: personal essay all |
2017 · Ordinary Level Paper 1 · 13 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| 1A | Comprehending | Donal Ryan: your view of him, his school years, his adviceNote: (ii) word choice about his schooling treated as text-based understanding | Question A: understanding the text i, ii, iiiQuestion A: personal response iii |
| 1B | Comprehending | Talk advising Third Years on picking Leaving Cert subjects | Question B: speech or talk all |
| 2A | Comprehending | Nujeen: impression, her German schooling, chasing big dreams | Question A: understanding the text i, iiQuestion A: personal response iii |
| 2B | Comprehending | School website article on welcoming students with physical disabilities | Question B: article all |
| 3A | Comprehending | Hedge school teachers and pupils; robot teacher images and preferences | Question A: understanding the text i, iiQuestion A: personal response iiiQuestion A: visual image iii |
| 3B | Comprehending | Letter to newspaper editor for or against robot teachers | Question B: letter or email all |
| C1 | Composing | Story: a character's sense of humour lands them in trouble | Composition: short story all |
| C2 | Composing | Student of the Year assembly speech about your school days | Composition: speech or talk all |
| C3 | Composing | Childhood box found in attic: memories and feelings it stirs | Composition: personal essay all |
| C4 | Composing | Story: a family regrets adopting a robot | Composition: short story all |
| C5 | Composing | Youth magazine article: study skills, health and social balance | Composition: article or opinion piece all |
| C6 | Composing | Essay on why praise and encouragement matter through life | Composition: personal essay all |
| C7 | Composing | Diary entries of a robot teacher observing humans and pupilsNote: Diary entries | Composition: other all |
Ordinary Level Paper 2: questions per topic
Each number is how many of that year's questions needed the topic. 144 questions in all.
| 2017 | 2018 | 2019 | 2021 | 2022 | 2023 | 2024 | 2025 | 2026 | Total | |
|---|---|---|---|---|---|---|---|---|---|---|
| Prescribed poetry: style and language | 4 | 4 | 4 | 6 | 6 | 6 | 6 | 6 | 6 | 48 |
| Prescribed poetry: themes and ideas | 4 | 4 | 4 | 6 | 6 | 6 | 6 | 6 | 6 | 48 |
| Prescribed poetry: personal response | 4 | 1 | 4 | 6 | 6 | 6 | 6 | 6 | 6 | 45 |
| Single text: key moments and plot | 1 | 1 | 4 | 2 | 3 | 3 | 2 | 3 | 2 | 21 |
| Single text: reader's response and relevance | 2 | 2 | 2 | 1 | 4 | 3 | 1 | 3 | 2 | 20 |
| Single text: character | 3 | 3 | 2 | 1 | 2 | 2 | 1 | 1 | 2 | 17 |
| Single text: creative writing task | 1 | – | 1 | 1 | 2 | 1 | 2 | 2 | 3 | 13 |
| Comparative: hero, heroine, villain | 2 | 2 | – | – | 2 | 2 | 2 | – | 2 | 12 |
| Comparative: theme | 2 | – | 2 | 2 | – | 2 | 2 | 2 | – | 12 |
| Comparative: social setting | – | 2 | – | 2 | 2 | – | 2 | 2 | 2 | 12 |
| Comparative: relationships | – | – | 2 | 2 | 2 | 2 | – | 2 | 2 | 12 |
| Single text: theme or issue | – | 2 | 2 | 2 | 2 | 1 | 1 | – | 1 | 11 |
| Single text: author's technique and style | 1 | 1 | 2 | 1 | 1 | 1 | 3 | – | – | 10 |
| Single text: relationships | 1 | 1 | 2 | 2 | 1 | 1 | – | 1 | – | 9 |
| Unseen poem: meaning and ideas | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 9 |
| Unseen poem: personal response | 1 | 1 | 1 | – | 1 | 1 | 1 | – | – | 6 |
| Unseen poem: language, imagery and tone | – | – | – | – | 1 | 1 | 1 | 1 | 1 | 5 |
Ordinary Level Paper 2, question by question
2026 · Ordinary Level Paper 2 · 17 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| All Q1 | Single text | All texts: a character's motivation, cover or poster image, relevance todayNote: Same question for every text. Novels ask for a book cover, plays for a poster; treated as one question | Single text: character aSingle text: key moments and plot aSingle text: creative writing task bSingle text: reader's response and relevance c |
| All Q2 | Single text | All texts: magazine article on whether the text leaves hopeNote: Same question for every text. | Single text: creative writing task allSingle text: reader's response and relevance all |
| All Q3 | Single text | All texts: three moments showing power used well or badlyNote: Same question for every text. | Single text: theme or issue allSingle text: key moments and plot all |
| All Q4 | Single text | All texts: debate speech using characters to show humans beat AINote: Same question for every text. | Single text: creative writing task allSingle text: character all |
| A1 | Comparative | Social setting: how it differs from your world; openness to change | Comparative: social setting a, b |
| A2 | Comparative | Social setting: the aspect most influencing characters; openness to change | Comparative: social setting a, b |
| B1 | Comparative | Relationships: tested by an obstacle, stronger or weaker; life lessons | Comparative: relationships a, b |
| B2 | Comparative | Relationships: is it respectful; compare life lessons learned | Comparative: relationships a, b |
| C1 | Comparative | Hero/heroine/villain: makes the text engaging; do they get what they deserve? | Comparative: hero, heroine, villain a, b |
| C2 | Comparative | Hero/heroine/villain: a trait you would like; deserved fate compared | Comparative: hero, heroine, villain a, b |
| Unseen | Poetry | Roddy, Long Distance: meaning of the title; sad or hopeful tone | Unseen poem: meaning and ideas 1Unseen poem: language, imagery and tone 2 |
| Poem 1 | Poetry | Heaney, The Underground: appealing image, tone; diary, speech or chosen words | Prescribed poetry: style and language 1(a), 1(b), 2(i), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 2(ii)Prescribed poetry: themes and ideas 2(i), 2(ii) |
| Poem 2 | Poetry | Clanchy, Driving to the Hospital: image, tone; diary, speech or words | Prescribed poetry: style and language 1(a), 1(b), 2(i), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 2(ii)Prescribed poetry: themes and ideas 2(i), 2(ii) |
| Poem 3 | Poetry | Smith, It's Not: appealing image, tone; diary, speech or chosen words | Prescribed poetry: style and language 1(a), 1(b), 2(i), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 2(ii)Prescribed poetry: themes and ideas 2(i), 2(ii) |
| Poem 4 | Poetry | Williams, This Is Just To Say: image, tone; diary, speech or words | Prescribed poetry: style and language 1(a), 1(b), 2(i), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 2(ii)Prescribed poetry: themes and ideas 2(i), 2(ii) |
| Poem 5 | Poetry | Bishop, The Prodigal: appealing image, tone; diary, speech or chosen words | Prescribed poetry: style and language 1(a), 1(b), 2(i), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 2(ii)Prescribed poetry: themes and ideas 2(i), 2(ii) |
| Poem 6 | Poetry | Oliver, When I Am Among the Trees: image, tone; diary, speech, words | Prescribed poetry: style and language 1(a), 1(b), 2(i), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 2(ii)Prescribed poetry: themes and ideas 2(i), 2(ii) |
2025 · Ordinary Level Paper 2 · 17 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| All Q1 | Single text | All texts: moment of sympathy, disappointing action, are people shown positively?Note: Same question for every text. | Single text: character a, b, cSingle text: key moments and plot a, bSingle text: reader's response and relevance a, b |
| All Q2 | Single text | All texts: podcast dialogue giving the text a star ratingNote: Same question for every text. | Single text: creative writing task allSingle text: reader's response and relevance all |
| All Q3 | Single text | All texts: a fascinating relationship: its introduction, appeal and adviceNote: Same question for every text. | Single text: relationships allSingle text: key moments and plot all |
| All Q4 | Single text | All texts: debate speech on whether the ending satisfied youNote: Same question for every text. | Single text: creative writing task allSingle text: key moments and plot allSingle text: reader's response and relevance all |
| A1 | Comparative | Theme: how the opening stresses it; theme explains characters' behaviour | Comparative: theme a, b |
| A2 | Comparative | Theme: is it relevant today; theme explains characters' behaviour | Comparative: theme a, b |
| B1 | Comparative | Social setting: effect on a character's contentment; consideration for others | Comparative: social setting a, b |
| B2 | Comparative | Social setting: how a character copes with it; consideration for others | Comparative: social setting a, b |
| C1 | Comparative | Relationships: insights into human nature; why they change or not | Comparative: relationships a, b |
| C2 | Comparative | Relationships: diary entries as one character; why they change or not | Comparative: relationships a, b |
| Unseen | Poetry | Dorgan, First Day: the speaker; does language capture a small boy? | Unseen poem: meaning and ideas 1Unseen poem: language, imagery and tone 2 |
| Poem 1 | Poetry | Morrissey, Genetics: striking line, emotions; presentation, defend poetry, imagery | Prescribed poetry: themes and ideas 1(a), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 1(b), 2(i), 2(ii)Prescribed poetry: style and language 2(iii) |
| Poem 2 | Poetry | Boland, This Moment: striking line, emotions; presentation, defend poetry, imagery | Prescribed poetry: themes and ideas 1(a), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 1(b), 2(i), 2(ii)Prescribed poetry: style and language 2(iii) |
| Poem 3 | Poetry | Eliot, Preludes (extract): striking line, emotions; presentation, defence, imagery | Prescribed poetry: themes and ideas 1(a), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 1(b), 2(i), 2(ii)Prescribed poetry: style and language 2(iii) |
| Poem 4 | Poetry | Traynor, The Artane Band: striking line, emotions; presentation, defence, imagery | Prescribed poetry: themes and ideas 1(a), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 1(b), 2(i), 2(ii)Prescribed poetry: style and language 2(iii) |
| Poem 5 | Poetry | Dickinson, I heard a Fly buzz: line, emotions; presentation, defence, imagery | Prescribed poetry: themes and ideas 1(a), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 1(b), 2(i), 2(ii)Prescribed poetry: style and language 2(iii) |
| Poem 6 | Poetry | Lochhead, Revelation: striking line, emotions; presentation, defend poetry, imageryNote: The paper spells the poet's name Lockhead | Prescribed poetry: themes and ideas 1(a), 2(ii), 2(iii)Prescribed poetry: personal response 1(a), 1(b), 2(i), 2(ii)Prescribed poetry: style and language 2(iii) |
2024 · Ordinary Level Paper 2 · 17 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| All Q1 | Single text | All texts: key lesson, agreeing with an action, is the title apt?Note: Same question for every text. | Single text: theme or issue aSingle text: character bSingle text: author's technique and style c |
| All Q2 | Single text | All texts: three objects that unlock key aspects of the textNote: Same question for every text. | Single text: author's technique and style all |
| All Q3 | Single text | All texts: class talk on powerful mood in two momentsNote: Same question for every text. | Single text: creative writing task allSingle text: key moments and plot allSingle text: author's technique and style allSingle text: reader's response and relevance all |
| All Q4 | Single text | All texts: three diary entries as a character on key momentsNote: Same question for every text. | Single text: creative writing task allSingle text: key moments and plot all |
| A1 | Comparative | Hero/heroine/villain: moment showing an unexpected side; what fascinated you | Comparative: hero, heroine, villain a, b |
| A2 | Comparative | Hero/heroine/villain: most heroic or villainous moment; what fascinated you | Comparative: hero, heroine, villain a, b |
| B1 | Comparative | Theme: character actions make it interesting; emotional effect compared | Comparative: theme a, b |
| B2 | Comparative | Theme: did it hold your attention; emotional effect compared | Comparative: theme a, b |
| C1 | Comparative | Social setting: does it encourage consideration of others; hopeful or hopeless | Comparative: social setting a, b |
| C2 | Comparative | Social setting: how it creates conflict; hopeful or hopeless | Comparative: social setting a, b |
| Unseen | Poetry | Lighthart, The Hundred Names of Love: recommend to new parents?; appealing language | Unseen poem: meaning and ideas 1Unseen poem: personal response 1, 2Unseen poem: language, imagery and tone 2 |
| Poem 1 | Poetry | French, Night Drive: tone, a key line; anthology, poetry slam or language | Prescribed poetry: style and language 1(a), 2(ii), 2(iii)Prescribed poetry: themes and ideas 1(b), 2(ii)Prescribed poetry: personal response 2(i), 2(ii) |
| Poem 2 | Poetry | Heaney, A Call: tone, a key line; anthology, poetry slam or language | Prescribed poetry: style and language 1(a), 2(ii), 2(iii)Prescribed poetry: themes and ideas 1(b), 2(ii)Prescribed poetry: personal response 2(i), 2(ii) |
| Poem 3 | Poetry | Szymborska, In Praise of My Sister: tone, key line; anthology, slam, language | Prescribed poetry: style and language 1(a), 2(ii), 2(iii)Prescribed poetry: themes and ideas 1(b), 2(ii)Prescribed poetry: personal response 2(i), 2(ii) |
| Poem 4 | Poetry | Barrett Browning, How Do I Love Thee?: tone, line; anthology, slam, language | Prescribed poetry: style and language 1(a), 2(ii), 2(iii)Prescribed poetry: themes and ideas 1(b), 2(ii)Prescribed poetry: personal response 2(i), 2(ii) |
| Poem 5 | Poetry | Meehan, Hearth Lesson: tone, a key line; anthology, poetry slam or language | Prescribed poetry: style and language 1(a), 2(ii), 2(iii)Prescribed poetry: themes and ideas 1(b), 2(ii)Prescribed poetry: personal response 2(i), 2(ii) |
| Poem 6 | Poetry | Plath, Child: tone, a key line; anthology, poetry slam or language | Prescribed poetry: style and language 1(a), 2(ii), 2(iii)Prescribed poetry: themes and ideas 1(b), 2(ii)Prescribed poetry: personal response 2(i), 2(ii) |
2023 · Ordinary Level Paper 2 · 17 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| All Q1 | Single text | All the Light We Cannot See: Werner good and bad?; influence; hopeful?Note: Asked of every text, in its own wording; the example is one text's version. | Single text: character aSingle text: relationships bSingle text: key moments and plot bSingle text: reader's response and relevance c |
| All Q2 | Single text | All the Light We Cannot See: three occasions teaching about courageNote: Asked of every text, in its own wording; the example is one text's version. | Single text: theme or issue allSingle text: key moments and plot all |
| All Q3 | Single text | All texts: website review: believable characters, setting, recommendationNote: Asked of every text, in its own wording; the example is one text's version. | Single text: creative writing task allSingle text: character allSingle text: author's technique and style allSingle text: reader's response and relevance all |
| All Q4 | Single text | All texts: three dramatic or tense incidents or scenesNote: Same question for every text. Novels say incidents, plays say scenes; treated as one question | Single text: key moments and plot allSingle text: reader's response and relevance all |
| A1 | Comparative | Relationships: loneliness or fulfilment; why relationships flourish or fail | Comparative: relationships a, b |
| A2 | Comparative | Relationships: kindness or unkindness; why relationships flourish or fail | Comparative: relationships a, b |
| B1 | Comparative | Hero/heroine/villain: a key decision regretted or not; life lessons | Comparative: hero, heroine, villain a, b |
| B2 | Comparative | Hero/heroine/villain: complex or straightforward; life lessons from actions | Comparative: hero, heroine, villain a, b |
| C1 | Comparative | Theme: key moment clarifying the theme; compare depth of exploration | Comparative: theme a, b |
| C2 | Comparative | Theme: learning from characters' behaviour; compare depth of exploration | Comparative: theme a, b |
| Unseen | Poetry | Kay, Late Love: lovers versus the unloved; language describing people | Unseen poem: meaning and ideas 1Unseen poem: language, imagery and tone 2Unseen poem: personal response 2 |
| Poem 1 | Poetry | Brooks, kitchenette building: message, setting; feelings letter, imagery or film | Prescribed poetry: themes and ideas 1(a), 1(b)Prescribed poetry: personal response 2(i), 2(iii)Prescribed poetry: style and language 2(ii), 2(iii) |
| Poem 2 | Poetry | Joseph, My Father's Kites: message, setting; feelings letter, imagery or film | Prescribed poetry: themes and ideas 1(a), 1(b)Prescribed poetry: personal response 2(i), 2(iii)Prescribed poetry: style and language 2(ii), 2(iii) |
| Poem 3 | Poetry | Shakespeare, Sonnet 18: message, view of summer; letter, imagery or film | Prescribed poetry: themes and ideas 1(a), 1(b)Prescribed poetry: personal response 2(i), 2(iii)Prescribed poetry: style and language 2(ii), 2(iii) |
| Poem 4 | Poetry | Bishop, The Prodigal: message, setting; feelings letter, imagery or film | Prescribed poetry: themes and ideas 1(a), 1(b)Prescribed poetry: personal response 2(i), 2(iii)Prescribed poetry: style and language 2(ii), 2(iii) |
| Poem 5 | Poetry | Mahon, Antarctica: message, setting; feelings letter, imagery or film | Prescribed poetry: themes and ideas 1(a), 1(b)Prescribed poetry: personal response 2(i), 2(iii)Prescribed poetry: style and language 2(ii), 2(iii) |
| Poem 6 | Poetry | Kavanagh, Shancoduff: message, setting; feelings letter, imagery or film | Prescribed poetry: themes and ideas 1(a), 1(b)Prescribed poetry: personal response 2(i), 2(iii)Prescribed poetry: style and language 2(ii), 2(iii) |
2022 · Ordinary Level Paper 2 · 17 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| All Q1 | Single text | All texts: a fascinating relationship, revealing moment, change over timeNote: Same question for every text. | Single text: relationships a, b, cSingle text: key moments and plot bSingle text: reader's response and relevance a |
| All Q2 | Single text | By the Bog of Cats: talk on whether Carthage shares blameNote: Asked of every text, in its own wording; the example is one text's version. | Single text: creative writing task allSingle text: character allSingle text: theme or issue allSingle text: reader's response and relevance allSingle text: key moments and plot all |
| All Q3 | Single text | All texts: radio interview as director staging the playNote: Asked of every text, in its own wording; the example is one text's version. | Single text: creative writing task allSingle text: key moments and plot allSingle text: author's technique and style allSingle text: reader's response and relevance allSingle text: character allSingle text: theme or issue all |
| All Q4 | Single text | All texts: is it thought-provoking, disturbing and memorable?Note: Asked of every text, in its own wording; the example is one text's version. | Single text: reader's response and relevance all |
| A1 | Comparative | Social setting: what you would change; would you live there? | Comparative: social setting a, b |
| A2 | Comparative | Social setting: a shocking or surprising aspect; would you live there? | Comparative: social setting a, b |
| B1 | Comparative | Relationships: equal or unequal; lessons on positive relationships | Comparative: relationships a, b |
| B2 | Comparative | Relationships: advice at a key moment; lessons on positive relationships | Comparative: relationships a, b |
| C1 | Comparative | Hero/heroine/villain: good role model for teens?; compare flaws | Comparative: hero, heroine, villain a, b |
| C2 | Comparative | Hero/heroine/villain: makes the text dramatic; compare flaws | Comparative: hero, heroine, villain a, b |
| Unseen | Poetry | Gaston, The Library Van: her love of books; two appealing images | Unseen poem: meaning and ideas 1Unseen poem: language, imagery and tone 2Unseen poem: personal response 2 |
| Poem 1 | Poetry | Yeats, The Lake Isle of Innisfree: the island, feelings; stanzas, imagery, favourite | Prescribed poetry: themes and ideas 1(a), 1(b), 2(iii)Prescribed poetry: style and language 2(i), 2(ii)Prescribed poetry: personal response 2(i), 2(ii), 2(iii) |
| Poem 2 | Poetry | Meehan, Russian Doll: the speaker, the doll; stanzas, imagery, favourite | Prescribed poetry: themes and ideas 1(a), 1(b), 2(iii)Prescribed poetry: style and language 2(i), 2(ii)Prescribed poetry: personal response 2(i), 2(ii), 2(iii) |
| Poem 3 | Poetry | Shuttle, Zoo Morning (extract): animals by night and day; stanzas, imagery | Prescribed poetry: themes and ideas 1(a), 1(b), 2(iii)Prescribed poetry: style and language 2(i), 2(ii)Prescribed poetry: personal response 2(i), 2(ii), 2(iii) |
| Poem 4 | Poetry | Rich, The Uncle Speaks: the uncle, mob's mood; stanzas, imagery, favourite | Prescribed poetry: themes and ideas 1(a), 1(b), 2(iii)Prescribed poetry: style and language 2(i), 2(ii)Prescribed poetry: personal response 2(i), 2(ii), 2(iii) |
| Poem 5 | Poetry | Hughes, Hawk Roosting: the hawk, view of nature; stanzas, imagery, favourite | Prescribed poetry: themes and ideas 1(a), 1(b), 2(iii)Prescribed poetry: style and language 2(i), 2(ii)Prescribed poetry: personal response 2(i), 2(ii), 2(iii) |
| Poem 6 | Poetry | Lawrence, Humming-Bird: primeval world, the bird; stanzas, imagery, favourite | Prescribed poetry: themes and ideas 1(a), 1(b), 2(iii)Prescribed poetry: style and language 2(i), 2(ii)Prescribed poetry: personal response 2(i), 2(ii), 2(iii) |
2021 · Ordinary Level Paper 2 · 17 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| All Q1 | Single text | The Handmaid's Tale: Offred's appeal, key decision, independence in Commander's houseNote: Asked of every text, in its own wording; the example is one text's version. | Single text: character a, b, cSingle text: key moments and plot bSingle text: relationships c |
| All Q2 | Single text | All texts: three things learned about loveNote: Asked of every text, in its own wording; the example is one text's version. | Single text: theme or issue all |
| All Q3 | Single text | The Handmaid's Tale: as the Commander, describe life in GileadNote: Asked of every text, in its own wording; the example is one text's version. | Single text: creative writing task allSingle text: theme or issue allSingle text: relationships allSingle text: key moments and plot all |
| All Q4 | Single text | All texts: recommend the novel to a traveller via setting and charactersNote: Asked of every text, in its own wording; the example is one text's version. | Single text: reader's response and relevance allSingle text: author's technique and style all |
| A1 | Comparative | Social setting: more or less appealing than your world; fascination compared | Comparative: social setting a, b |
| A2 | Comparative | Social setting: a powerful or successful character; fascination compared | Comparative: social setting a, b |
| B1 | Comparative | Relationships: is respect evident; compare how realistic they are | Comparative: relationships a, b |
| B2 | Comparative | Relationships: why one improves or worsens; compare how realistic | Comparative: relationships a, b |
| C1 | Comparative | Theme: would you recommend the text for this theme; lessons compared | Comparative: theme a, b |
| C2 | Comparative | Theme: a central character's contribution; lessons compared | Comparative: theme a, b |
| Unseen | Poetry | Rooney, The Language of Cat: impression of cats; view of dogs | Unseen poem: meaning and ideas 1, 2 |
| Poem 1 | Poetry | Boland, This Moment: message, uplifting?; painting, time and place, memories | Prescribed poetry: themes and ideas 1(a), 1(b), 2(iii)Prescribed poetry: personal response 1(b), 2(i), 2(iii)Prescribed poetry: style and language 2(i), 2(ii) |
| Poem 2 | Poetry | Hudgins, The Glass Hammer: the boy, amusing or disturbing?; film, growing up | Prescribed poetry: themes and ideas 1(a), 1(b), 2(i), 2(iii)Prescribed poetry: personal response 1(b), 2(i), 2(iii)Prescribed poetry: style and language 2(ii) |
| Poem 3 | Poetry | Soto, Oranges: the boy, uplifting?; film, time and place, growing up | Prescribed poetry: themes and ideas 1(a), 1(b), 2(i), 2(iii)Prescribed poetry: personal response 1(b), 2(i), 2(iii)Prescribed poetry: style and language 2(ii) |
| Poem 4 | Poetry | Heaney, A Constable Calls: the constable, disturbing?; film, language, memories | Prescribed poetry: themes and ideas 1(a), 1(b), 2(i), 2(iii)Prescribed poetry: personal response 1(b), 2(i), 2(iii)Prescribed poetry: style and language 2(ii) |
| Poem 5 | Poetry | Shuttle, Jungian Cows: the cows, amusing?; painting, the milker, humans and animals | Prescribed poetry: themes and ideas 1(a), 1(b), 2(iii)Prescribed poetry: personal response 1(b), 2(i), 2(iii)Prescribed poetry: style and language 2(i), 2(ii) |
| Poem 6 | Poetry | Hopkins, Inversnaid: final stanza's shift, uplifting?; painting, language, wild places | Prescribed poetry: themes and ideas 1(a), 1(b), 2(iii)Prescribed poetry: personal response 1(b), 2(i), 2(iii)Prescribed poetry: style and language 2(i), 2(ii) |
2019 · Ordinary Level Paper 2 · 14 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| All Q1 | Single text | Americanah: Ifemelu's Nigerian life; a challenge she faces in AmericaNote: Asked of every text, in its own wording; the example is one text's version. | Single text: character a, bSingle text: key moments and plot aSingle text: relationships a, bSingle text: theme or issue a |
| All Q2 | Single text | All texts: why the ending pleased or disappointed youNote: Asked of every text, in its own wording; the example is one text's version. | Single text: key moments and plot allSingle text: reader's response and relevance allSingle text: author's technique and style all |
| All Q3(i) | Single text | Americanah: front-page article on an exposed fake marriage planNote: Asked of every text, in its own wording; the example is one text's version. | Single text: creative writing task allSingle text: key moments and plot all |
| All Q3(ii) | Single text | Americanah: compare Ifemelu's and Obinze's immigrant experiencesNote: Asked of every text, in its own wording; the example is one text's version. | Single text: character allSingle text: theme or issue allSingle text: relationships all |
| All Q3(iii) | Single text | All texts: two plot developments that added to your enjoymentNote: Asked of every text, in its own wording; the example is one text's version. | Single text: key moments and plot allSingle text: reader's response and relevance allSingle text: author's technique and style all |
| A1 | Comparative | Relationships: support in a crisis; compare the main emotion | Comparative: relationships a, b |
| A2 | Comparative | Relationships: equal or dominated; compare the main emotion | Comparative: relationships a, b |
| B1 | Comparative | Theme: class talk on key moments; how realistic the theme is | Comparative: theme a, b |
| B2 | Comparative | Theme: a character revealing the theme; how realistic it is | Comparative: theme a, b |
| Unseen | Poetry | Feeney, Jack: what we learn of Jack; a good relationship?Note: Q2 is an interpretive judgement; counted as meaning and personal response | Unseen poem: meaning and ideas 1, 2Unseen poem: personal response 2 |
| Poem 1 | Poetry | Kennelly, Begin: appealing image, uplifting?; talk, difficulty or nature's lesson | Prescribed poetry: style and language 1(a), 2(ii)Prescribed poetry: personal response 1(a), 1(b), 2(ii)Prescribed poetry: themes and ideas 1(b), 2(i), 2(iii) |
| Poem 2 | Poetry | Herrick, To Daffodils: appealing image, optimistic?; time talk, difficulty, nature | Prescribed poetry: style and language 1(a), 2(i), 2(ii)Prescribed poetry: personal response 1(a), 1(b), 2(ii)Prescribed poetry: themes and ideas 1(b), 2(i), 2(iii) |
| Poem 3 | Poetry | Bishop, The Fish (extract): appealing image, joyful?; talk, difficulty, nature | Prescribed poetry: style and language 1(a), 2(ii)Prescribed poetry: personal response 1(a), 1(b), 2(ii)Prescribed poetry: themes and ideas 1(b), 2(i), 2(iii) |
| Poem 4 | Poetry | Hardie, Daniel's Duck (extract): appealing image, disturbing?; talk, difficulty, nature | Prescribed poetry: style and language 1(a), 2(ii)Prescribed poetry: personal response 1(a), 1(b), 2(ii)Prescribed poetry: themes and ideas 1(b), 2(i), 2(iii) |
2018 · Ordinary Level Paper 2 · 14 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| All Q1 | Single text | Circle of Friends: is Mother Francis kind to Eve Malone?Note: Asked of every text, in its own wording; the example is one text's version. | Single text: relationships a, bSingle text: character b, aSingle text: theme or issue b |
| All Q2 | Single text | All texts: a particularly dramatic or exciting moment and whyNote: Same question for every text. | Single text: key moments and plot allSingle text: reader's response and relevance all |
| All Q3(i) | Single text | All texts: how two contrasting settings make the novel interestingNote: Asked of every text, in its own wording; the example is one text's version. | Single text: author's technique and style allSingle text: theme or issue allSingle text: character all |
| All Q3(ii) | Single text | All texts: overall response: entertaining, disturbing or boring?Note: Asked of every text, in its own wording; the example is one text's version. | Single text: reader's response and relevance all |
| All Q3(iii) | Single text | Circle of Friends: three objects revealing Benny Hogan or Jack FoleyNote: Asked of every text, in its own wording; the example is one text's version. | Single text: character all |
| A1 | Comparative | Hero/heroine/villain: trait that makes them so; alone or supported | Comparative: hero, heroine, villain a, b |
| A2 | Comparative | Hero/heroine/villain: useful friend in danger?; alone or supported | Comparative: hero, heroine, villain a, b |
| B1 | Comparative | Social setting: role of men or women; class advantage compared | Comparative: social setting a, b |
| B2 | Comparative | Social setting: unacceptable behaviour; class advantage or disadvantage compared | Comparative: social setting a, b |
| Unseen | Poetry | Peabody, Walking to Dublin: the poet's family life; did you enjoy it? | Unseen poem: meaning and ideas 1Unseen poem: personal response 2 |
| Poem 1 | Poetry | Larkin, The Explosion: miners, image, eggs symbol; diary/relationships/language talk | Prescribed poetry: themes and ideas 1(a), 1(c), 2(i), 2(ii)Prescribed poetry: style and language 1(b), 1(c), 2(iii) |
| Poem 2 | Poetry | Hughes, Hawk Roosting: the hawk, image, final line; diary/nature/language talk | Prescribed poetry: themes and ideas 1(a), 1(c), 2(i), 2(ii)Prescribed poetry: style and language 1(b), 2(iii) |
| Poem 3 | Poetry | Boland, Child of Our Time: reaction, childhood, last line; relevance today | Prescribed poetry: themes and ideas 1(a), 1(b), 1(c), 2(i)Prescribed poetry: personal response 2(ii)Prescribed poetry: style and language 2(iii) |
| Poem 4 | Poetry | Coady, New World: the lovers, image, title link; diary/love/language talk | Prescribed poetry: themes and ideas 1(a), 1(c), 2(i), 2(ii)Prescribed poetry: style and language 1(b), 1(c), 2(iii) |
2017 · Ordinary Level Paper 2 · 14 questions
| Q | Section | What it asks (our summary) | Topics, with the parts that need them |
|---|---|---|---|
| All Q1 | Single text | Emma: Emma and Harriet's relationship; do you admire Emma?Note: Asked of every text, in its own wording; the example is one text's version. | Single text: relationships aSingle text: character b |
| All Q2 | Single text | All texts: a shocking or surprising episode and whyNote: Asked of every text, in its own wording; the example is one text's version. | Single text: key moments and plot allSingle text: reader's response and relevance all |
| All Q3(i) | Single text | Emma: magazine article after interviewing Emma about her lifestyleNote: Asked of every text, in its own wording; the example is one text's version. | Single text: creative writing task allSingle text: character allSingle text: author's technique and style all |
| All Q3(ii) | Single text | All texts: are the female or male characters more fascinating?Note: Same question for every text. H and I word the instruction slightly differently; same task | Single text: character all |
| All Q3(iii) | Single text | Emma: is the 1815 novel still interesting and relevant today?Note: Asked of every text, in its own wording; the example is one text's version. | Single text: reader's response and relevance all |
| A1 | Comparative | Hero/heroine/villain: key moment revealing character; compare liking them | Comparative: hero, heroine, villain a, b |
| A2 | Comparative | Hero/heroine/villain: success at decisions and action; compare liking | Comparative: hero, heroine, villain a, b |
| B1 | Comparative | Theme: key moments on a theme; which text aids understanding | Comparative: theme a, b |
| B2 | Comparative | Theme: disturbing or reassuring aspects; compare texts' contribution | Comparative: theme a, b |
| Unseen | Poetry | Bilston, mobile phones poem: their impact on us; like or dislike | Unseen poem: meaning and ideas 1Unseen poem: personal response 2 |
| Poem 1 | Poetry | Plath, The Arrival of the Bee Box: imagery, feelings, symbolism or letter | Prescribed poetry: style and language 1(a), 2(i), 2(ii)Prescribed poetry: personal response 1(a), 2(ii)Prescribed poetry: themes and ideas 1(b), 1(c), 2(i), 2(iii) |
| Poem 2 | Poetry | Muldoon, Anseo: imagery, your feelings, the Master's words, discipline | Prescribed poetry: style and language 1(a), 2(ii)Prescribed poetry: personal response 1(a), 1(b), 2(ii)Prescribed poetry: themes and ideas 1(c), 2(i), 2(iii) |
| Poem 3 | Poetry | Hopkins, Spring: imagery, poet's feelings, nature, language or letter | Prescribed poetry: style and language 1(a), 2(ii)Prescribed poetry: personal response 1(a), 2(ii)Prescribed poetry: themes and ideas 1(b), 1(c), 2(i), 2(iii) |
| Poem 4 | Poetry | Bryce, Self-Portrait in the Dark: imagery, feelings, break-up, letter | Prescribed poetry: style and language 1(a), 2(ii)Prescribed poetry: personal response 1(a), 1(b), 2(ii)Prescribed poetry: themes and ideas 1(c), 2(i), 2(iii) |
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