0408_s26_ms_22 — 2026 May-June World Literature 0408 Mark Scheme 2 Variant 2 · Cambridge CAIE IGCSE

Logging literary devices without exploring the precise effects writers create with them

“Many simply listed devices such as simile, metaphor etc. without explaining the effect those choices have on the reader, and several responses relied on long quotations and hence missed out on analysing how the poet's word choices and carefully woven imagery build an escalating sense of motion and force when describing the horses.”— 0408 Paper 2, May/June 2025

How to fix: Every time you name a device (simile, metaphor, anaphora, enjambment, caesura, sibilance), immediately follow with: (1) the specific quotation containing it, (2) the precise effect it creates AT THAT MOMENT, and (3) how it links to the question's key word. If you cannot tie a device to a specific moment and effect, omit it. Avoid blanket assertions like 'the poet uses imagery' or 'this is personification' — those phrases are filler. Distinguish between identification ('this is alliteration') and analysis ('the harsh “Clawing and cursing” alliteration mimics the eaglehawk's furious resistance').

Writing learned introductions about context, plot or biographical background instead of engaging with the question

“A significant number of candidates are still using a learned opening paragraph for Section A which was repeated in Section B, explaining the context or providing an overview of the plot and writer's intentions. Where it is irrelevant to the question, it takes time that could be used for developing ideas that are.”— 0408 Paper 1, May/June 2025

How to fix: Develop a thesis-statement opening that gives an overview of your personal response on the question's key word — NOT a context dump or technique list. Two to three sentences only. Sentence one: name the question's key word/intensifier (striking, vividly, powerfully, memorably, disturbing). Sentence two: state your line of argument. Begin analysis in your first body paragraph. Never recycle an introduction across Sections A and B — each must respond to its own question.

Ignoring the question's key words / steer adjectives and writing pre-learned theme essays instead

“The most successful responses tailored their material to the key words in the question from start to finish: these answers engaged directly with those words in questions designed to elicit personal responses to the writing, adjectives such as 'striking', 'revealing' 'memorable' and 'vivid' and adverbs such as 'memorably' 'vividly' and 'powerfully.' There were, however, some responses that made only a limited attempt to address these key words.”— 0408 Paper 1, May/June 2025

How to fix: Before writing, underline the question's steer word ('striking', 'vividly', 'powerfully', 'memorably', 'disturbing', 'shocking', 'frightening', 'revealing'). Write it at the top of your plan. Every paragraph topic sentence must contain that word or a synonym, and every analytical point must explain WHY the moment is striking/vivid/powerful — not just describe what happens. Pre-learned essays on colonialism, environmental destruction, refugee experience or aristocratic decline score poorly when bolted on regardless of the question.