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Robert Atkinson - Oatlands College - 60050E - [email protected] - 1
*B4FC*
Pre-Leaving Certiϐicate Examination, 2023
English – Ordinary Level – Paper 1

(Option A)
Total Marks: 200
Time: 2 hours 50 minutes
• This paper is divided into two sections,

Section I COMPREHENDING and Section II COMPOSING.
• The paper contains three texts on the general theme of JOURNEYS.
• Candidates should familiarise themselves with each of the texts before beginning
their answers.
• Both sections of this paper (COMPREHENDING and COMPOSING) must be
attempted.
• Each section carries 100 marks.
SECTION I – COMPREHENDING
• Two questions, A and B, follow each text.
• Candidates must answer a Question A on one text and a Question B on a different
text. Candidates must answer only one Question A and only one Question B.
• N.B. Candidates may NOT answer a Question A and a Question B on the same text.
SECTION II – COMPOSING
• Candidates must write on one of the compositions 1 – 7.

SECTION I COMPREHENDING (100 marks)
TEXT 1 AN IRISH FAMILY’S GAP YEAR

This text contains edited extracts from an ar cle published in The Irish Times describing
Fi O’Meara’s family trip a er they le their Cork home for a gap year to go travelling.
1. The return from Colombia to Spain, and to our

campervan in par cular, felt like a homecoming
of sorts. The bikes and Lego, Barry’s tea and
whiskey awaited us with the best sort of cosy
familiarity. The journey back was an epic three
days of constant travel, involving terrifying
drivers, momentarily lost luggage, missed
connec on flights and trains, and more queuing
and bureaucracy than anyone really wanted.
2. Despite having the richest and most

rewarding experiences in Central and South
America, it was only when we returned to our most exci ng of reunions. Grandparents doted
van that some motherly part of me sighed on “tall boys” with their “stretched legs”. In
with relief that we’d survived the wilder part return, we filled their ears with lavish tales
of the trip. I relished the fact that our beds from adventures afar. We all relished the easy,
were now reassuringly free of scorpions, that fond company. As May approached, we se led
the kids always had seatbelts on and that our into a small seaside village in the heart of an
conversa ons no longer contained detailed agricultural community near Cartagena, while
descrip ons about the state of our innards*. the boys a ended a local alterna ve school.
But even given that reassurance, returning to Stopping and engaging with the run-of-the-mill
European turf, we also felt that our exci ng local life felt like a good way to dig a bit deeper
adventure into the unknown was over. into this rural community.
3. Thankfully, there was s ll so much more to 5. We were all challenged with our s ll fairly
come, albeit of a more familiar European vibe. basic Spanish, but happily so, and were
The fresh spring days in the Alpujarra mountain rewarded with such warmth and pa ence
region in southern Spain gave us blissful hikes from the schoolteachers and families. The boys
through fields of wild lavender and rosemary, were ini ally overwhelmed, but se led quickly,
goats and almond trees, following the intricate charmed by the freedom this school offered.
aqueduct systems serving the hillside farms. Classes were regularly outdoors and the
Nearer to the coast, the dystopian scenes of children had freedom choosing their learning
endless miles of polytunnels showed us where through various group projects. Ini ally puzzled
much of Europe’s fruit and veg originate. We by the school’s seemingly unruly nature, where
learned from friends at home of food shortages discipline was certainly looser than back
as a direct result of the unusually wet March this home, the boys soon embraced their freedom,
region experienced. Food air-miles was now a recognising that classroom learning can take
concept the boys could easily understand, seeing many different forms.
this industrial growing with their own eyes.
Robert Atkinson - Oatlands College - 60050E - [email protected] - 1 life, we were
6. Feeling the pull of the wandering
4. Now being back in Europe we were within excited to be back in our van in June. Van life is
easy reach, and family came to visit for the cramped, and we have all learned the dance we
2
must make around each other in our ny home,

which occasionally borders on claustrophobic.
But life is lived outdoors and free. Having spent
the majority of the past year physically ac ve
and outdoors, the thought of coming back to
Ireland, where so much of our lives is contained
indoors, does crush the wilder part of my soul.
The me we have spent with our boys, free
from other commitments, feels like a rare and
special privilege to us as parents.
7. This year without responsibility has allowed

us to develop our hobbies, to read abundantly,
to have lengthy chats with strangers and to
casually absorb the natural environment around
us. All of our learning is unquan fiable as it has
slipped in under our skins in the mountains and
siestas, villages and waters everywhere. But text message a few weeks ago from a woman
home is definitely calling us, and for this family neighbour describing the an cs in our quirky
there are some aspects of Irish life that can’t neighbourhood had me belly laughing in a way
be replaced. We miss our own home, family I hadn’t all year. This sudden realisa on hit me
and friends, our dog, a hug from my dad, fresh with a pang of homesickness so strong I nearly
Irish swims and the wild, if damp, countryside. packed my bags there and then.
In par cular, I miss Irish women’s humour. A *innards: internal workings
This text has been adapted, for the purpose of assessment, without the author’s prior consent.
N.B. Answer only ONE Ques on A and only ONE Ques on B.
Ques on A – 50 marks
(i) From your reading of TEXT 1, describe three insights you gained into the type of people that
the O’Meara family are. Support your answer with detailed reference to the text. (15)
(ii) Would you have liked to go on the same adventure with your own family? Explain your
answer with detailed reference to the text. (15)
(iii) (a) The O’Meara children a ended an alterna ve school as described in paragraph 5.
Based on your own experience of school life and the school they a ended, explain
which experience you’d prefer and why. (10)
(b) Travel and explora on have been important to people for a long me. Explain the
importance of travel or explora on in your life. (10)
Candidates may NOT answer Ques on A and Ques on B on the same text.
Ques on B – 50 marks
Imagine
Robert you have
Atkinson set up aCollege
- Oatlands new school in Ireland
- 60050E with an alterna ve way of learning.
- [email protected] - 1 Write the text
of a brochure adver sing the new school. Describe what the school is like, how the students would
learn there; give examples of the type of work that would be involved and some experiences that
the future students could expect.
3
TEXT 2 LONG LOST SHIP ENDURANCE FOUND

In this ar cle from The NaƟonal Geographic, Simon Worrall describes the expedi on to find
the sunken ship Endurance, which had been abandoned by its 28 surviving crew a er ge ng
stranded on dri ing sea ice off Antarc ca in 1916.
1. The first images of the ship were transmi ed

via autonomous underwater vehicles (AUVs)
from nearly two miles down. As the camera
glides over the wooden deck of the ship, video
captures century-old ropes, tools, portholes,
railings – even the masts and helm – all in nearly
pris ne condi on due to cold temperatures, the
absence of light, and low oxygen in the watery
res ng place.
2. Endurance was part of Shackleton’s grandly

named ‘Imperial Trans-Antarc c Expedi on’.
The plan was to deliver a group of explorers
to the coast of Antarc ca, where they would
disembark and then travel overland across the
con nent via the South Pole. But the enemy that
Shackleton and his men faced was of a different
sort. The Weddell Sea, covering an area of
more than a million square miles, is one of the Image 1: Endurance began its journey across
most remote and unforgiving environments in the arc c ice in 1914.
the world, li ered with icebergs and roiled by
strong surface winds. Shackleton called it “the “We could see from the bridge that the ship was
worst sea in the world”. bending like a bow under tanic pressure.” The
next day, the men removed tools, instruments,
3. But if anyone was prepared for such an and provisions and set up camp on the ice
endeavour it was the Anglo-Irish adventurer floe. Shackleton wrote, “But though we have
Ernest Shackleton: a veteran of previous been compelled to abandon the ship, which is
Antarc c explora ons, he’d been part of crushed beyond all hope of ever being righted,
the great race to reach the South Pole before we are alive and well, and we have stores and
Norwegian explorer Roald Amundsen claimed equipment for the task that lies before us.”
it. Endurance began its journey across the
arc c ice in 1914 as part of the Imperial Trans- 5. Endurance finally sank on November 27. “This
Antarc c Expedi on. Shackleton received evening, as we were lying in our tents, we heard
thousands of applica ons to join the journey, the Boss call out, ‘She’s going, boys ’” one of
and le with a crew that included an ar st, the crew wrote. “We were out in a second and
meteorologist, and two surgeons that he’d up on the look-out station and other points
handpicked. He endeared himself by dining with of vantage, and, sure enough, there was our
the men, telling jokes, leading sing-alongs, and poor ship a mile and a half away struggling in
organising games. They affec onately referred her death-agony. She went down bow first,
to him as “the Boss”. her stern raised in the air. She then gave one
quick dive and the ice closed over her forever.”
4. The expedi on made good progress at first, Shackleton famously said, “What the ice gets,
but as the Antarc c winter of 1915 closed in, the the ice keeps,” but Endurance’s story did not
men found themselves trapped in the sea ice. end with the ship’s sinking. Shackleton’s journey
Robert“At 7pm very
Atkinson heavy pressure
- Oatlands Collegedeveloped,
- 60050Ewith back across the Weddell Sea-to
- [email protected] 1 get help for his
twis ng strains that racked the ship fore and stranded crew would become one of the most
a ,” Shackleton wrote on Tuesday, October 26. celebrated narra ves of explora on and survival.
4
6. On April 4, 1916, Shackleton le his crew

on Elephant Island, and he and five others set
off in one of Endurance’s modified lifeboats
for the island of South Georgia. It was an 800-
mile, 16-day journey across freezing, rough
seas whipped by hurricane-force gales. “The
wind simply shrieked as it tore the tops off the 2
waves,” Shackleton wrote. “Down into valleys,
up to tossing heights, straining un l her seams
opened, swung our li le boat.”
7. Arriving on South Georgia’s south coast, they

then faced a 36-hour hike across the rugged, Image 2: A team from the crew of Agulhas
mountainous island to reach a whaling sta on II recover the AUV drone a er a dive in the
at Stromness. Shackleton willed himself to Weddell Sea.
make it, even though, as new research suggests,
he probably had a hole in his heart. When the wrote. “We were unwashed and the garments
men staggered in, the sta on manager, Thoralf that we had worn for nearly a year without a
Sorlle, could hardly believe his eyes. “Our beards change were ta ered and stained.”
were long and our hair was ma ed,” Shackleton
(i) Based on your reading of TEXT 2, describe three quali es that you think Shackleton
possessed. Support your answer with detailed reference to the text. (15)
(ii) Would you have preferred to be part of Shackleton’s crew (Image 1) on their journey of
explora on or Mensun Bound’s crew (Image 2), who recovered the long-lost ship in 2022?
Explain your answer with reference to the text and/or images. (15)
(iii) (a) Imagine you are one of the crew members iden fied either in Image 1 or Image 2
from TEXT 2. Write a diary entry that they may have wri en before they set off on
their journey. (10)
In the extract in TEXT 2, it describes how Shackleton handpicked his crew to go on his journey.
Imagine you wrote a le er to Shackleton asking to accompany him on one of his epic journeys of
discovery. In your le er, explain why you wish to go on the journey, describe what quali es you
possess that would be of benefit, include any relevant experience you have had and persuade him
that
Robert you would
Atkinson be a suitable
- Oatlands candidate.
College - 60050E - [email protected] - 1
5
TEXT 3 THE LETTER HOME

In this edited extract from the novel The LeƩer Home by Rachel English, Bridget describes her
journey from Ireland to Boston, including her me on a coffin ship, as she escaped the Famine.
1. They were everywhere: townsfolk and country

people, families and couples. Almost without
excep on, they looked as if they were struggling
to survive due to the food shortages. Some were
clearly unwell. All were reed-thin and dressed in
flimsy clothes. On the journey here, she’d met
and walked with countless people, many of them
America-bound. Some of the places she passed
through had been stripped of people, the houses
levelled, the fields abandoned. There were ships
galore in Galway, she learnt, but the fare was
expensive, and you needed to bring as much Image 1: The type of ship that would have
food as possible because the ra ons onboard carried passengers emigra ng during the
were small. Famine.
2. Even though most passengers were pale had made it increasingly difficult to gauge a
and weak, and many were coughing, none child’s age, but Bridget guessed the baby was
was considered unfit to travel. Within a short no more than eight or nine months old. ‘We
while, they were sailing. Taking in the keening have to share,’ said the woman.
and praying around her, she wished her own
feelings were more straigh orward. She was 4. Cooking on the Mary and Elizabeth was
fleeing from a place where her family had been an ordeal. The fire on the deck was small
persecuted and allowed to die, so of course and contained by bricks and two iron bars.
she felt sorrow. But she also felt anger. A hot, Passengers queued from morning ll night for
unrelen ng anger. Shame was there too. Shame their turn. From the day they’d le Galway, there
that she hadn’t saved them or been capable of was sickness on board. Not just vomi ng caused
looking a er her daughter. And, finally, there by turbulence and the stagnant air below deck,
was another sensa on. As small as a ladybird but more serious illness too. Bridget spent as
and as delicate as a bu erfly wing, it was so many hours as possible on deck. She peered out
unfamiliar that she barely recognised it. The to sea and inhaled lungfuls of clean air, hoping
sensa on was hope. Hope for a new life, new it would safeguard against fever. Had it been
opportuni es and access to food. allowed, she would have slept under the stars.
3. The ship’s hold was in contrast to the crew 5. At night, as the Mary and Elizabeth creaked
quarters. It was gloomy and cramped, with and groaned, she listened to the moans of her
rows of narrow bunks, one stacked on top of fellow passengers. Some became delirious from
another. Voices rose around her as men and pain and fever, their voices changing from an
women argued over who should sleep where. incoherent babble to a hideous roar. More
Advancing as swi ly as the ght space allowed, struggled for breath, their chests wheezing and
she claimed a lower bunk. She sat with her ra ling. Others lost control of their bowels so
belongings spread around her, determined that the stench below deck was worse than
Robertnot
Atkinson - Oatlands
to be moved. AlmostCollege - 60050E
immediately, - [email protected]
a young anything she could recall. No- 1
ma er how hard
woman arrived. She had light brown hair, large she tried to keep the smell at bay, it filled her
brown eyes and was carrying a baby. Starva on nostrils un l she too felt ill.
6
6. There was no doctor on board, so passengers

with a small bit of learning or experience
a empted to tend the sick. For the most part,
their efforts were fu le. When John Joe was
ill, Bridget had been able to ease his thirst
with fresh water. It might not have saved his
life, but it had helped to alleviate his distress.
On the ship, water remained ra oned by the
crew. Not only was there not enough to drink,
there wasn’t a spare drop to clean their living Image 2: An illustra on of the cramped
quarters. The families of the sick pleaded with living condi ons on board the ships from
the crew to show some generosity. Every me, Ireland to the US.
the answer was no. Eleven people died the
following week. They were given only a sliver
of me to mourn before their loved one’s body
was thrown overboard.
(i) Based on your reading of TEXT 3, iden fy three reasons why Bridget would have wanted
to leave Ireland and take such a dangerous trip. (15)
(ii) Would you have preferred to travel on the ship to Boston as a crew member or as
a passenger? Explain your answer with detailed reference to the text. (15)
(iii) (a) Imagine that you are wri ng the text of an adver sement for the ship in Image 1
of TEXT 3 which sailed to Boston during the Famine. Write out the text of the
adver sement persuading people why they should travel on this par cular ship. (10)
The theme of this paper is ‘journeys’. Journeys can be physical (going on a trip), or metaphorical
(like personal growth, or a learning journey). Write the text of a podcast where you describe a
journey you have had recently. Outline what you’ve learned from this journey and describe who
has helped you on this journey. Explain whether this is a journey you would recommend or not.
7
*B4FC*
SECTION II COMPOSING (100 marks)

Write a composi on on any one of the following composi on assignments in bold print below.
Each composi on carries 100 marks.
The composi on assignments are intended to reflect language study in the areas of informa on,
argument, persuasion, narra on and the aesthe c use of language.
1. In TEXT 3, Bridget describes her mixed emo ons as she leaves behind her ancestral home,
including family members who are dead and alive.
Write a personal essay about what ‘home’ means to you.
2. The theme of this paper is ‘journeys’.
Write a short story which centres on a disastrous journey.
3. In TEXT 1, the family discover the real meaning of ‘food miles’ when they see all the
polytunnels in Europe.
Write an ar cle to be published in a magazine about some of the key environmental

issues involved in food produc on.
4. In TEXT 3, Bridget is leaving home for the first me.
Write the text of a talk you would give to young people in which you give advice to
people intending to travel abroad for work or a gap year a er they finish school.
5. In TEXT 1, the O’Meara family found me to develop their personal interests while
travelling.
Write a persuasive essay in which you a empt to convince people of the meaning and
importance of finding me to do the things they love.
6. In TEXT 2, the Endurance ship was discovered many years a er it sank.
Write a short story which centres on the idea of a plane crash or a shipwreck.
7. Bridget’s journey is much more dangerous due to the poor condi ons of travel she
encountered on her journey.
Write a personal essay1describing what you think are the most significant developments
or inven ons that have made our lives easier in today’s world.
8
*B5FC*
Pre-Leaving Certiϐicate Examination, 2023
English – Ordinary Level – Paper 2

(Option A)
Total Marks: 200
Time: 3 hours 20 minutes
Candidates must attempt the following:
• ONE question from SECTION I – The Single Text

• ONE question from SECTION II – The Comparative Study
• THE QUESTIONS on the Unseen Poem from SECTION III – Poetry
• The questions on ONE of the Prescribed Poems from SECTION III – Poetry
INDEX OF SINGLE TEXTS
All the Light We Cannot See – Page 3

Philadelphia, Here I Come! – Page 4
A Raisin in the Sun – Page 5
A Doll’s House – Page 6
The Cove – Page 7
Macbeth – Page 8
Frankenstein – Page 9
The Lauras – Page 10
The Picture of Dorian Gray – Page 11
SECTION I THE SINGLE TEXT (60 MARKS)

Candidates must answer any TWO of the four ques ons on ONE text (A – I).
A. ALL THE LIGHT WE CANNOT SEE – Anthony Doerr

Answer any TWO of the following four quesƟons. Each quesƟon carries 30 marks.
1. (a) Explain what your impression of Werner was at the beginning of the novel. (10)
(b) In your opinion, was Herr Siedler’s influence on Werner a posi ve one or a nega ve
one? (10)
(c) Iden fy a moment or episode in the text that added to your enjoyment of the novel.
Explain why this moment added to your enjoyment of the novel. (10)
2. Explain what you learned about family from your study of Anthony Doerr’s novel, All the
Light We Cannot See. Make three points in your response. Your answer should
demonstrate your knowledge of the text.
3. A new film based on Anthony Doerr’s novel, All the Light We Cannot See, is about to be
released and you have been asked to produce a trailer* to promote it. Using your
knowledge of the novel, iden fy three moments from the story that you think should be
included as clips in the trailer. Explain why you decided to include this par cular material.
Your response should demonstrate your knowledge of the text.
* Trailer – a short adver sing film
4. Imagine you could meet the characters who appear in the novel, All the Light We Cannot See.
Name one character you would par cularly like to meet and explain why. What would you
like to say to him or her? Your response should demonstrate your knowledge of the text.
2
B PHILADELPHIA, HERE I COME! – Brian Friel
1. (a) Explain what your impression of Gar was at the beginning of the play. (10)
(b) In your opinion, was Kate Doogan’s influence on Gar a posi ve one or a nega ve
one? 9 (10)
(c) Iden fy a moment or episode in the text that added to your enjoyment of the play.
Explain why this moment added to your enjoyment of the play. (10)
2. Explain what you learned about iden ty from your study of Brian Friel’s play, Philadelphia,
Here I Come! Make three points in your response. Your answer should demonstrate your
knowledge of the text.
3. A new film based on Brien Friel’s play, Philadelphia, Here I Come!, is about to be released
and you have been asked to produce a trailer* to promote it. Using your knowledge of
the novel, iden fy three moments from the story that you think should be included as clips
in the trailer. Explain why you decided to include this par cular material. Your response
should demonstrate your knowledge of the text.
4. Imagine you could meet the characters who appear in the play, Philadelphia, Here I Come!
Name one character you would par cularly like to meet and explain why. What would you
like to say to him or her? Your response should demonstrate your knowledge of the text.
3
C A RAISIN IN THE SUN – Lorraine Hansberry
1. (a) Explain what your impression of Walter was at the beginning of the play. (10)
(b) In your opinion, was Joseph Asagai’s influence on Beneatha a posi ve one or
a nega ve one? (10)
2. Explain what you learned about dreams and ambi on from your study of Lorraine
Hansberry’s A Raisin in the Sun. Make three points in your response. Your answer should
3. A new film based on Lorraine Hansberry’s play, A Raisin in the Sun, is about to be released
and you have been asked to produce a trailer* to promote it. Using your knowledge of
the novel, iden fy three moments from the story that you think should be included as clips
in the trailer. Explain why you decided to include this par cular material. Your response
4. Imagine you could meet the characters who appear in the play, A Raisin in the Sun. Name
one character you would par cularly like to meet and explain why. What would you like to
say to him or her? Your response should demonstrate your knowledge of the text.
4
D A DOLL’S HOUSE – Henrik Ibsen
1. (a) Explain what your impression of Nora was at the beginning of the play. (10)
(b) In your opinion, was Kris ne Linde’s influence, stopping Krogstad from taking his
le er back, a posi ve one or a nega ve one for Nora? (10)
2. Explain what you learned about love and marriage from your study of Henrik Ibsen’s play,
A Doll’s House. Make three points in your response. Your answer should demonstrate your
3. A new film based on Henrik Ibsen’s play, A Doll’s House, is about to be released and you
have been asked to produce a trailer* to promote it. Using your knowledge of the novel,
iden fy three moments from the story that you think should be included as clips in
the trailer. Explain why you decided to include this par cular material. Your response
4. Imagine you could meet the characters who appear in the play, A Doll’s House. Name one
character you would par cularly like to meet and explain why. What would you like to say
to him or her? Your response should demonstrate your knowledge of the text.
5
E THE COVE – Ron Rash
1. (a) Explain what your impression of Laurel was at the beginning of the novel. (10)
(b) In your opinion, was Walter’s influence on Laurel a posi ve one or a nega ve one?
(10)
2. Explain what you learned about family from your study of Ron Rash’s novel, The Cove.
Make three points in your response. Your answer should demonstrate your knowledge of
the text.
3. A new film based on Ron Rash’s novel, The Cove, is about to be released and you have
been asked to produce a trailer* to promote it. Using your knowledge of the novel, iden fy
three moments from the story that you think should be included as clips in the trailer.
Explain why you decided to include this par cular material. Your response should
4. Imagine you could meet the characters who appear in the novel, The Cove. Name one
6
F MACBETH – William Shakespeare

3
1. (a) Explain what your impression of Macbeth was at the beginning of the play. (10)
(b) In your opinion, was Lady Macbeth’s influence on Macbeth a posi ve one or
a nega ve one? (10)
2. Explain what you learned about power from your study of William Shakespeare’s play,
Macbeth. Make three points in your response. Your answer should demonstrate your
3. A new film based on Shakespeare’s play, Macbeth, is about to be released and you have
been asked to produce a trailer* to promote it. Using your knowledge of the play, iden fy
4. Imagine you could meet the characters who appear in the play, Macbeth. Name one
7
G FRANKENSTEIN – Mary Shelley
1. (a) Explain what your impression of Victor was at the beginning of the novel. (10)
(b) In your opinion, was Henry Clerval’s influence on Victor a posi ve one or a nega ve
one? (10)
2. Explain what you learned about revenge from your study of Mary Shelley’s novel,
Frankenstein. Make three points in your response. Your answer should demonstrate your
3. A new film based on Mary Shelley’s novel, Frankenstein, is about to be released and you
have been asked to produce a trailer* to promote it. Using your knowledge of the novel,
iden fy three moments from the story that you think should be included as clips in
the trailer. Explain why you decided to include this par cular material. Your response
4. Imagine you could meet the characters who appear in the novel, Frankenstein. Name one
8
H THE LAURAS – Sara Taylor
1. (a) Explain what your impression of Ma was at the beginning of the novel. (10)
(b) In your opinion, was Ma’s decision to take Alex on the road trip a posi ve or
a nega ve decision for Alex? (10)
2. Explain what you learned about human nature from your study of Sara Taylor’s novel,
The Lauras. Make three points in your response. Your answer should demonstrate your
3. A new film based on Sara Taylor’s novel, The Lauras, is about to be released and you have
been asked to produce a trailer* to promote it. Using your knowledge of the novel, iden fy
4. Imagine you could meet the characters who appear in the novel, The Lauras. Name one
to them? Your response should demonstrate your knowledge of the text.
9
I THE PICTURE OF DORIAN GRAY – Oscar Wilde
1. (a) Explain what your impression of Dorian was at the beginning of the novel. (10)
2
(b) In your opinion, was Lord Henry’s influence on Dorian a posi ve or a nega ve one?
(10)
2. Explain what you learned about jus ce from your study of Oscar Wilde’s novel, The Picture
of Dorian Gray. Make three points in your response. Your answer should demonstrate your
3. A new film based on Oscar Wilde’s novel, The Picture of Dorian Gray, is about to be
released and you have been asked to produce a trailer* to promote it. Using your
knowledge of the novel, iden fy three moments from the story that you think should be
included as clips in the trailer. Explain why you decided to include this par cular material.
Your response should demonstrate your knowledge of the text.
4. Imagine you could meet the characters who appear in the novel, The Picture of Dorian
Gray. Name one character you would par cularly like to meet and explain why. What
would you like to say to him or her? Your response should demonstrate your knowledge
of the text.
10
SECTION II THE COMPARATIVE STUDY (70 MARKS)

Candidates must answer ONE ques on from either A – Theme or B – Rela onships, or C – Hero,
Heroine or Villain.
Candidates who answer a ques on in SECTION I – The Single Text, may not refer to the same text
in answer to ques ons in this sec on.
All texts used in this sec on must be prescribed for compara ve study for this year’s examina on.
Candidates may refer to only one film in the course of their answers.
N.B. Ques ons use the word text to refer to all the different kinds of texts available for study on
this course. Ques ons use the word reader to include viewers of films and theatre audiences.
Ques ons use the word character to refer to both real people and fic onal characters in texts.
A THEME
1. (a) (i) Iden fy a theme that you have studied and write about an aspect of the theme
that you found either disturbing or reassuring in one text on your compara ve
course. Support your answer by reference to the text. (15)
(ii) With reference to the same theme that you wrote about in part (i) of this
ques on, write about an aspect of this theme that you found either disturbing
or reassuring in another text on your compara ve course. You may refer to the
same or a different aspect of the theme as you discussed in part (i). Support
your answer with detailed reference to the text. (15)
(b) “Our understanding of a theme is o en enhanced by how it impacts the characters

in the text.”
Iden fy one character from each of at least two compara ve texts and compare the
ways in which your understanding of the same theme was enhanced by how it impacts
the characters. Support your answer with reference to your chosen texts. (40)
OR
2. (a) (i) Select a theme in one of the three texts on your compara ve course and
explain how one significant event in the text happened in an unexpected way.
Support your answer with reference to the text. (15)
(ii) In the case of at least one other text on your compara ve course, explain
how one significant event in the text(s) rela ng to the same theme you wrote
about in (i) above happened in an unexpected way. Support your answer with
reference to the text(s). (15)
(b) “Our understanding of a theme is o en enhanced by how it impacts the characters

in the text.”
Iden fy one character from each of at least two compara ve texts and compare the
Robert Atkinson ways
- Oatlands College
in which - 60050E - [email protected]
your understanding of the same theme was enhanced- by1 how it impacts
the characters. Support your answer with reference to your chosen texts. (40)
11
B RELATIONSHIPS
1. (a) (i) Iden fy a successful rela onship in one of the texts on your compara ve
course, and describe why you think it is a successful rela onship. Use one or
more key moments from the text to support your answer. (15)
(ii) Iden fy a successful rela onship from at least one other text on your
compara ve course and describe why you think it is a successful rela onship.
Use one or more key moments from the text to support your answer. (15)
(b) What similari es or differences did you no ce in the rela onships you discussed in
part (a)(i) and (ii) above? Explain your answer with detailed reference to the texts on
your course. (40)
OR
2. “RelaƟonships can someƟmes be inspiring.”
(a) (i) Iden fy a rela onship in one of the three texts on your compara ve course,
and describe what makes the rela onship inspiring or uninspiring. Use one or
more key moments from the text to support your answer. (15)
(ii) Iden fy a rela onship from at least one other text on your compara ve
course, and describe why you think it is an inspiring or uninspiring rela onship.
Use one or more key moments from the text to support your answer. (15)
(b) What similari es or differences did you no ce in the rela onships you discussed in
part (a) (i) and (ii) above? Explain your answer with detailed reference to the texts on
your course. (40)
12
C HERO, HEROINE OR VILLAIN
1. (a) (i) Give the tle of one of the three compara ve texts you have studied and
iden fy a hero, heroine or villain in it. Select an aspect of this character’s
personality that you most admire or most dislike. Referring to the text, explain
your reasons why. (15)
(ii) Name another compara ve text that you have studied and iden fy a hero,
heroine or villain in it. Select an aspect of this character’s personality that you
most admire or most dislike. Referring to the text, explain your reasons why.
(15)
(b) Iden fy a hero, heroine or villain from each of at least two texts on your compara ve
course. Compare the extent to which these characters were trusted by other
characters in your chosen texts. Support your answer with reference to your chosen
texts. (40)
OR
2. (a) (i) Give the tle of one of your three compara ve texts and iden fy a hero,
heroine or villain in it. Describe a key moment which reveals an important
aspect of this character’s personality and explain what you learned about
your chosen character from this moment. (15)
(ii) Name another text that you have studied on your compara ve course and
iden fy a hero, heroine or villain in it. Describe a key moment from this text
which reveals an important aspect of this character and explain what you learn
about your chosen character in this moment. (15)
(b) Iden fy a hero, heroine or villain from each of at least two texts on your compara ve
course. Compare the extent to which these characters were trusted by other
characters in your chosen texts. Support your answer with reference to your chosen
texts. (40)
13
SECTION III POETRY (70 MARKS)

Candidates must answer the ques ons on the Unseen Poem and the ques ons on one of the
Prescribed Poems – A, B, C, D, E, F.
UNSEEN POEM (20 marks)

In the following poem, the poet, Rupi Kaur, values a woman’s characteris cs. Read the poem, and
the ques ons that follow, at least twice before wri ng your answers.
I WANT TO APOLOGISE
I want to apologise to all the women

I have called pre y.
before I’ve called them intelligent or brave.
I am sorry I made it sound as though
something as simple as what you’re born with
is the most you have to be proud of
when your spirit has crushed mountains
from now on I will say things like, you are resilient
or, you are extraordinary.
not because I don’t think you’re pre y.
but because you are so much more than that
Rupi Kaur
1. What is your impression of the poet? Explain your answer with reference to the poem.
(10)
2. Did you enjoy the above poem? Give reasons for your response, supported by reference
to the poem. (10)
14
PRESCRIBED POETRY (50 marks)
You must answer on ONE of the following poems: (A – F)
A I FELT A FUNERAL, IN MY BRAIN

I felt a Funeral, in my Brain,
And Mourners to and fro
Kept treading – treading – ll it seemed
That Sense was breaking through –
And when they all were seated,
A Service, like a Drum –
Kept bea ng – bea ng – ll I thought
My mind was going numb –
And then I heard them li a Box

And creak across my Soul
With those same Boots of Lead, again,
Then Space – began to toll,
As all the Heavens were a Bell,

And Being, but an Ear,
And I, and Silence, some strange Race,
Wrecked, solitary, here –
And then a Plank in Reason, broke,
And I dropped down, and down –
And hit a World, at every plunge,
And Finished knowing – then –
Emily Dickinson
1. (a) Iden fy an image in this poem that made an impact on you. Give two reasons why
this image had an impact on you. (15)
(b) Do you think this is a suitable tle for the poem? Explain your answer with reference
to the poem. (15)
2. Answer ONE of the following: [Each part carries 20 marks]
(i) Do you find this poem easy or difficult to understand? Explain your response,
suppor ng your answer with reference to both the language and the content of the
poem.
OR
(ii) Imagine you have been asked to give a performance of this poem for your
classmates. Describe how you would perform the poem in a way that would bring
the poem to life. In your answer you may wish to consider some of the following:
costumes, props, music, visuals, ligh ng, sound or special effects. You must refer to
the poem to explain your answer.
OR
Robert Atkinson - Oatlands
(iii) You have beenCollege
asked -to60050E
write an-ar
[email protected]
cle about the above poem for -the
1 poetry sec on
of your local newspaper. In your ar cle you should explain what the poem is about
and share your personal response to it with your readers. Your ar cle should include
reference to the poem.
15
B A CHRISTMAS CHILDHOOD
One side of the potato-pits was white with frost – My child poet picked out the le ers
How wonderful that was, how wonderful! On the grey stone,
And when we put our ears to the paling-post In silver the wonder of a Christmas townland,
The music that came out was magical. The winking gli er of a frosty dawn.
The light between the ricks of hay and straw Cassiopeia was over
Was a hole in Heaven’s gable. An apple tree Cassidy’s hanging hill,
With its December-glin ng fruit we saw – I looked and three whin bushes rode across
O you, Eve, were the world that tempted me The horizon — the Three Wise Kings.
To eat the knowledge that grew in clay And old man passing said:
And death the germ within it! Now and then ‘Can’t he make it talk –
I can remember something of the gay The melodion.’ I hid in the doorway
Garden that was childhood’s. Again. And ghtened the belt of my box-pleated coat.
The tracks of ca le to a drinking-place, I nicked six nicks on the door-post

A green stone lying sideways in a ditch, With my penknife’s big blade –
Or any common sight, the transfigured face There was a li le one for cu ng tobacco.
Of a beauty that the world did not touch. And I was six Christmases of age.
II My father played the melodion,

My mother milked the cows,
My father played the melodion And I had a prayer like a white rose pinned
Outside at our gate; On the Virgin Mary’s blouse.
There were stars in the morning east Patrick Kavanagh
And they danced to his music.
Across the wild bogs his melodion called

To Lennons and Callans.
As I pulled on my trousers in a hurry
I knew some strange thing had happened.
Outside in the cow-house my mother

Made the music of milking;
The light of her stable-lamp was a star
And the frost of Bethlehem made it twinkle.
A water-hen screeched in the bog,

Mass-going feet
Crunched the wafer-ice on the pot-holes,
Somebody wis ully twisted the bellows wheel.
16
to the poem. (15)
suppor ng your answer with reference to both the language and the content of
the poem.
OR
OR
(iii) You have been asked to write an ar cle about the above poem for the poetry sec on
17
C FOR OUR MOTHERS
I cannot fold my arms and rest,

Watching lonely wives wrap their head es so large,
Filling it with confiscated feelings,
Hoping truths get kno ed and bound on Sunday mornings,
Covering up red dark eyes with white powder and red lips ck,
“What would people say if I unravel my secrets?
My dear, it’s not so bad, at least I look good.”
Con nuing to wrap apparel of clothing around her waist,
linen and lace, concealing foot prints above her navel,
tracing it with thin fingers, 5 weeks old.
The baby hadn’t fully formed yet.

She shook her head and her tradi onal beads clanged without rhythm,
joining the noisy depression within her.
“Nne, another baby will come. God’s me is the best.”
The car ride to church was the same every week,
Words formed in meaningless conversa on,
Between gri ed teeth and silent remorse,
Replacing apologies for cheap compliments,
“My wife, you look really good today.”
Our mothers are dancing on Thanksgiving Sunday

with bi er stories in their mouths, too afraid to spit it out.
Their knees darkened by the weight of prayer.
Teaching their daughters the necessity of a man is more important than the desire for one.
Reminding budding females in gradua on gowns
“my dear, you are not ge ng any younger”
And when their daughters recognise new heart bruises,
they reply with stern glares,
“you know men are not to be trusted.”
Sighing because they remember when they had twinkles in their eyes at the first sign of
love. Sighing because their twinkles have long faded and you’re their reminder.
Their reminder that love can unwrap the secrets she bundles in the privacy of clothing on
Sunday morning. For mama’s sake,
Find love that would heal her through your smile.
For mama’s sake,
Find the love she never did.
Felicia Olusanya
18
to the poem. (15)
the poem.
OR
OR
19
D MY FATHER’S KITES
were crude assemblages of paper sacks and twine, in a bigger flight path. How tricky the launch
amalgams of pilfered string and whi led s cks, into air, the wait for the right eddy to li
twigs pulled straight from his garden, dry patch our homemade contrap on into the sullen
of stony land before our house only he blue sky above us, our eyes s nging
could tend into beauty, thorny roses goaded with the glut of the sun. And the sad tangle
into color. How did he make those makeshi a er flight, collapse of grocery bags
diamonds rise, grab ahold of the wind to sail and broken branches, snaggle of string
into sky like nothing in our neighborhood I s ll cannot unfurl. Father, you le me
of dented cars and stolid brick houses could? with this unsated need to find the most
It wasn’t through faith or belief in otherworldly delicately useful of breezes, to send
grace, but rather a metaphor from moving myself into the untenable, balance my weight
on a street where cars rusted up on blocks, as if on paper wings, a flu er then fall,
monstrously immobile, and planes, bound a stu er back to earth, an elas c sense
for that world we could not see, roared of being and becoming forged in our front
above our heads, our houses pawns yard, your hand over mine over balled string.
Allison Joseph
to the poem. (15)
the poem.
OR
OR
20
E AUNT JENNIFER’S TIGERS

Aunt Jennifer’s gers prance across a screen,
Bright topaz denizens of a world of green.
They do not fear the men beneath the tree;
They pace in sleek chivalric certainty.
Aunt Jennifer’s fingers flu ering through her wool

Find even the ivory needle hard to pull.
The massive weight of Uncle’s wedding band
Sits heavily upon Aunt Jennifer’s hand.
When Aunt is dead, her terrified hands will lie

S ll ringed with ordeals she was mastered by.
The gers in the panel that she made
Will go on prancing, proud and unafraid.
By Adrienne Rich
to the poem. (15)
the poem.
OR
costumes, props, music, visuals, ligh ng, sound or special effects. You must refer
to the poem to explain your answer.
OR
21
F LAMENT FOR CHRISTY RING

Aboriginal, electrical,
his great bulging eye
amid the stadium’s temper

amid the furies and exulta ons
of the great-coated stands,
as he lopes in a bull’s diagonal goal-ward.
Improbable balance
of ball on broad bas,
on his s ck of ashy liquidity
that’s rippling, eel-flexible, alive.
And now his body it is liquid too,

an impressionist version of itself
as he slights the wall of three defenders,
pours himself through some improbable gap
and on the other side re-solidifies.
It is only in his own mind

the underwater silence for his backswing,
for his shape’s familiar coil into poten al,
for the glance, the pull and the connec on?
And the cork-hearted ball

becomes nothing at all
is too nimble, too cute for the eye
and the goalkeeper’s beaten,
and Clare and Tipp and Kilkenny are beaten
and the terraces inhale themselves
and the air is vibra ng in shock and in awe.
Patricia Horgan’s was the last face he saw.

She stepped out for the messages
and walked into history.
She went to buy bu er
and became a minor character.
His chest clenched, clenched and accelerated,

bucked and ratcheted,
in the eye of the forming throng
as he flopped there watching
behind her cow-eyed gentle expression
the usual mergers of cumulus, a crow,
and the gulls at their shrill affairs over Morrison’s Island
un l the clouds themselves clouded over.
22
She said: Ní Ĭeádfá an fear sin a adhladhach.

Mór an peacadh an fear sin a adhladhach.
You couldn’t bury that man.

It’d be a sin to bury that man.
And to this day I s ll can’t bury Christy Ring.
We’ll carry his washed and scented remains,

in procession, by candlelight, by hand-held electric light,
from the cemetery at Cloyne
to an undisclosed loca on in the Midlands,
shoulder him into a mossed-over dome,

to the burial room
through the long corbelled tunnel,
and in that chamber of must and slow-tu ng stones
lay him out on a bier of amethyst
that’s been carved, that’s been perfumed with palm and with cinnamon.
And on all sides

the surprisingly pe te skeletons of our ancestors,
the priests, the chie ains,
all the princes of swordplay and laughter:
their careful lines of dowry and cousinship

all merged in a carpet of loam,
the victories, the enmi es rusted,
and the quarrels, ah the quarrels all gone,
the quarrels all long processed by worms.
Leave him there in that society of bone

and walk back through sock-drenching grasses,
the spiders and the daisies, water cresses,
past one par cular field of rape outside Edgeworthstown
that stretches in primrose,
that soaks up the bu ery sunlight of late morning,
that never knew his name to forget it.
a er Seán Ó Tuama
By Billy Ramsell
23
*B5FC*
to the poem. (15)
the poem.
OR
OR
24
23
ACCESS SAMPLE SECOND EXAM SCHEDULE EXAMS AFTER
PAPERS ONLINE FROM PAPER IN 8 LEAVING JAN 23RD TO YOUR
MID-NOVEMBER CERT SUBJECTS SCHOOL’S TIMETABLE
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Higher quality and faster NEW JUNIOR CYCLE
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ONLINE CORRECTIONS
Dear Mock Exam Secretary,

Firstly, thank you for your support over previous mock
examination cycles and hope that you will put your trust in
us again in 2023.
While schools are generally happy with our correction service,
two areas for further improvement have been highlighted:
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With a totally paper-based system, and given the turnaround expectations of schools, it is very difficult to introduce paper-based
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For this reason, we have decided to implement an online corrections system for the Junior Cycle papers for the coming mock
examination cycle which will address your concerns in the following ways:
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We are implementing system checks Once the papers are scanned by our team, they
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Online corrections is a significant investment for Examcraft and it is Thank you again for continuing to place your trust in
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then get an email advising them on how they can view their individual scripts.
We are excited about this innovation, as we believe it will lead to enhanced quality and efficiency of the corrections service.
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STEP 01 STEP 03
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Part of the Examcraft Group T: 01 808 1494 F: 01 8307464 E: [email protected] www.examcraft.ie

Please consider joining our correction team, even if

Leaving Certificate Junior Cycle

Any questions, please email [email protected]

Pre-Leaving Certiϐicate Examination, 2023

English – Ordinary Level – Paper 1

Time: 2 hours 50 minutes

• This paper is divided into two sections,

Robert Atkinson - Oatlands College - 60050E - [email protected] - 1

SECTION I COMPREHENDING (100 marks)

TEXT 1 AN IRISH FAMILY’S GAP YEAR

1. The return from Colombia to Spain, and to our

2. Despite having the richest and most

must make around each other in our ny home,

7. This year without responsibility has allowed

N.B. Answer only ONE Ques on A and only ONE Ques on B.

TEXT 2 LONG LOST SHIP ENDURANCE FOUND

1. The first images of the ship were transmi ed

2. Endurance was part of Shackleton’s grandly

6. On April 4, 1916, Shackleton le his crew

7. Arriving on South Georgia’s south coast, they

N.B. Answer only ONE Ques on A and only ONE Ques on B.

TEXT 3 THE LETTER HOME

1. They were everywhere: townsfolk and country

6. There was no doctor on board, so passengers

N.B. Answer only ONE Ques on A and only ONE Ques on B.

Robert Atkinson - Oatlands College - 60050E - [email protected] - 1

SECTION II COMPOSING (100 marks)

Each composi on carries 100 marks.

Write a personal essay about what ‘home’ means to you.

2. The theme of this paper is ‘journeys’.

Write a short story which centres on a disastrous journey.

Write an ar cle to be published in a magazine about some of the key environmental

4. In TEXT 3, Bridget is leaving home for the first me.

6. In TEXT 2, the Endurance ship was discovered many years a er it sank.

Pre-Leaving Certiϐicate Examination, 2023

English – Ordinary Level – Paper 2

Total Marks: 200

Time: 3 hours 20 minutes

Candidates must attempt the following:

• ONE question from SECTION I – The Single Text

INDEX OF SINGLE TEXTS

All the Light We Cannot See – Page 3

SECTION I THE SINGLE TEXT (60 MARKS)

A. ALL THE LIGHT WE CANNOT SEE – Anthony Doerr

* Trailer – a short adver sing film

Robert Atkinson - Oatlands College - 60050E - [email protected] - 1

B PHILADELPHIA, HERE I COME! – Brian Friel

* Trailer – a short adver sing film

Robert Atkinson - Oatlands College - 60050E - [email protected] - 1

C A RAISIN IN THE SUN – Lorraine Hansberry

* Trailer – a short adver sing film

Robert Atkinson - Oatlands College - 60050E - [email protected] - 1

D A DOLL’S HOUSE – Henrik Ibsen

* Trailer – a short adver sing film

Robert Atkinson - Oatlands College - 60050E - [email protected] - 1

E THE COVE – Ron Rash