GCSE

ENGLISH
LITERATURE 8702/1N
Paper 1N The 19th-century novel
Mark scheme
Sample set (2021 exams only)
 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them
in this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Examiner.

It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular
examination paper.

Further copies of this mark scheme are available from aqa.org.uk

Copyright information

AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own
internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a
third party even for internal use within the centre.

Copyright © 2020 AQA and its licensors. All rights reserved.

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Statement of importance

GCSE English Literature is the study of how writers communicate their ideas about the world, and how
readers might respond to these ideas. It aims to develop a critical understanding of the ways in which
literary texts are a reflection of, and exploration of, the human condition, the study of which develops
empathic understanding of human nature. High-quality English literature is writing which displays
recognisable literary qualities and, although shaped by particular contexts, transcends them and
speaks about the universality of the human condition. GCSE English Literature aims to enable students
to appreciate these qualities, developing and presenting informed, critical responses to the ideas in
literary texts and the ways writers present these ideas. It aims to enable students to make links
between a variety of written texts and between the text and the context within which it was shaped.

Principles of mark scheme construction

Each mark scheme is driven by the task and by the statement of importance about GCSE English
Literature. It aims to do two things:

• to describe typical features of response in order to decide on a mark

• to identify typical features of proficiency in order to aid discrimination between levels of performance.

Each long form answer mark scheme is constructed using six levels. This is to reflect the ability level of
the whole cohort. There are four or five marks within each level to allow for levels of proficiency and to
allow for discrimination between levels of cognitive ability across the whole cohort.

Each mark scheme places assessment objectives AO1 and AO2 as the key skills. This is driven by the
statement of importance of the subject, in that the study of great literary texts is the study of the
interrelationship between the reader and the writer of the text and that the communication and reception of
these ideas is an inherent feature of English literature. It is also driven by the acknowledgement that GCSE
English Literature assesses cognitive levels of ability; the level of response to ideas will have parity with the
level of response to the methods of communicating those ideas.

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

How to apply the mark scheme

The mark scheme is constructed using six levels of attainment that span the whole range of ability at
GCSE. The descriptors of attainment reference the assessment objectives for that particular question.
Examiners are required to use the mark scheme to consider the whole response and decide upon the
most appropriate level. The mark scheme provides two descriptors: a description of typical features of a
response in each level, and a description of the kinds of skills candidates in that level will be proficient in.
This is in order to support examiners in making their judgement of the extent to which the qualities and
skills being demonstrated merit a particular level of attainment. As each response being marked is a
response to a particular task, examiners are assessing the extent to which the candidate has responded
to the task, and also the level of skill that the candidate has demonstrated.

Each level has four or five marks available and four or five skills descriptors. Fair application of the mark
scheme to all candidates is driven by the descriptors in the mark scheme, and therefore examiners are
required to make a judgement about the extent to which a candidate achieves every descriptor in that
particular level in order to warrant a mark at the top of that level. If a candidate achieves everything in a
level, they should be awarded the mark at the top of that level.

Since answers will rarely match a descriptor in all respects, examiners must allow good performance in
some aspects to compensate for shortcomings in other respects. Consequently, the level is determined
by the ‘best fit’ rather than requiring every element of the descriptor to be matched. Examiners should
aim to use the full range of levels and marks, taking into account the standard that can reasonably be
expected of candidates after one or two years of study on the GCSE course and in the time available in
the examination.

If a candidate does not address a particular defining feature of a task, examiners are required to make
a judgement about the extent to which other skills can place the response in a particular level, and
where the response should be placed.

Step 1 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.

When assigning a level you should look at the overall quality of the answer and not look to pick holes in small
and specific parts of the answer where the student has not performed quite as well as the rest. If the answer
covers different aspects of different levels of the mark scheme you should use a best fit approach for defining
the level and then use the variability of the response to help decide the mark within the level; ie if the
response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be
awarded a mark near the top of the level because of the level 4 content.

Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will also help. There will
be an answer in the standardising materials which will correspond with each level of the mark scheme.
This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s
answer with the example to determine if it is of the same standard, better or worse than the example.

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on
the example.

You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.

Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the indicative content to reach the highest level of the mark scheme.

An answer which contains nothing of relevance to the question must be awarded no

marks. Rubric infringements

GCSE English Literature is a skills- based subject and, as such, best-fit is the most appropriate means
by which the candidature can be fairly and equitably rewarded for their achievements at the end of their
course of study. However, a mark scheme also has the function of assessing the extent to which each
response meets the requirements of the relevant elements of the particular specification.

Therefore, where a response is judged not to have addressed a defining feature of a particular
task, such as:
Paper 1 Nineteenth century novel - response to extract and whole text

then this would be classed as a rubric infringement and could, as referenced in the mark scheme, be
‘capped’ at the top of level 2. Cases of rubric infringement will always be referred to a senior associate
who will review the response in order to make a judgement about the totality of the response and
therefore the validity of cap application.

Supporting documentation

Standardising scripts would provide exemplification of attainment in order to guide examiners

towards the process of discerning between levels of attainment and to aid judgement about the
positioning of each response in terms of a final mark.

Exemplification documents, including indicative content, definitions of key descriptors in the mark
scheme and exemplification of these descriptors, provide more detailed guidance to examiners on how
to judge the relative qualities and skills being demonstrated by each candidate.

Defining context (AO3)

AO3 is the understanding of the relationship between the ideas in the text and the contexts of the text.
The range of contexts and relationships that is most relevant as part of AO3 will depend on the text, the
author and the task. In teaching and assessing AO3, teachers and students can consider context in a
flexible way, depending on the text itself and whichever contexts are the most relevant for that particular
text. These contexts may relate to the relationship between the text and the context in which it was
written. However, the contexts may also relate to the context within which the text is set: location, social
structures and features, cultural contexts, and periods in time. Context, where relevant, may also apply
to literary contexts such as genres, and also the contexts in which texts are engaged with by different
audiences, taking the reader outside the text in order to inform understanding of the meanings being
conveyed. Acknowledgement of the universality of a literary text is an integral part of relating to it
contextually.

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Context is assessed throughout the paper. The strand in the mark scheme related to AO3 references
‘ideas/perspectives/contextual factors’. However, if a question requires a student to think about the text
in its context, this is also reflected inherently through the response to task.

Assessment objectives (AOs)

AO1 Read, understand and respond to texts.

Students should be able to:

• maintain a critical style and develop an informed personal response

• use textual references, including quotations, to support and illustrate interpretations.

AO2 Analyse the language, form and structure used by a writer to create meanings
and effects, using relevant subject terminology where appropriate.

AO3 Show understanding of the relationships between texts and the contexts in
which they were written.

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Questions 1–7 (30 marks – AO1=12, AO2=12, AO3=6)

Mark AO Typical features How to arrive at a mark

Level 6 AO1 • Critical, exploratory, conceptualised response At the top of the level, a candidate’s response is likely to be a
to task and whole text. critical, exploratory, well-structured argument. It takes a
Convincing, • Judicious use of precise references to support conceptualised approach to the full task supported by a range
critical interpretation(s). of judicious references. There will be a fine-grained and
analysis and insightful analysis of methods supported by judicious use of

exploration subject terminology. Convincing exploration of one or more

AO2 • Analysis of writer’s methods with subject ideas/perspectives/contextual factors/interpretations.
26–30 marks terminology used judiciously.
• Exploration of effects of writer’s methods to
create meanings.

At the bottom of the level, a candidate will have Level 5 and

AO3 • Exploration of ideas/perspectives/contextual be starting to demonstrate elements of exploratory thought
factors shown by specific, detailed links and/or analysis of writer’s methods and /or contexts.
between context/text/task.

Level 5 AO1 • Thoughtful, developed response to task and At the top of the level, a candidate’s response is likely to be
whole text. thoughtful, detailed and developed. It takes a considered
Thoughtful, • Apt references integrated into interpretation(s). approach to the full task with references integrated into
developed interpretation; there will be a detailed examination of the effects

consideration of methods supported by apt use of subject terminology.

AO2 • Examination of writer’s methods with subject Examination of ideas/perspectives/contextual factors, possibly
21–25 marks terminology used effectively to support including alternative interpretations/deeper meanings.
consideration of methods.
• Examination of effects of writer’s methods to
create meanings.

At the bottom of the level, a candidate will have Level 4 and

AO3 • Thoughtful consideration of be starting to demonstrate elements of thoughtful consideration
ideas/perspectives/contextual factors shown by and/or examination of writer’s methods and/or contexts.
examination of detailed links between
 context/text/task.

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Level 4 AO1 • Clear, explained response to task and whole At the top of the level, a candidate’s response is likely to be
text. clear, sustained and consistent. It takes a focused response to
Clear • Effective use of references to support the full task which demonstrates clear understanding. It uses a
understanding explanation. range of references effectively to illustrate and justify

explanation; there will be clear explanation of the effects of a

16–20 marks AO2 • Clear explanation of writer’s methods with range of writer’s methods supported by appropriate use of
appropriate use of relevant subject terminology. subject terminology. Clear understanding of
• Understanding of effects of writer’s methods to ideas/perspectives/contextual factors.
create meanings.

AO3 • Clear understanding of ideas/perspectives/

contextual factors shown by specific links
between context/text/task. At the bottom of the level, a candidate will have Level 3 and
be starting to demonstrate elements of understanding and/or
explanation of writer’s methods and/or contexts.

Level 3 AO1 • Some explained response to task and whole At the top of the level, a candidate’s response is likely to be
text. explanatory in parts. It focuses on the full task with a range of
Explained, • References used to support a range of relevant points exemplified by relevant references from the text; there
structured comments. will be identification of effects of a range of writer’s methods

comments supported by some relevant terminology. Explanation of some

AO2 • Explained/relevant comments on writer’s relevant contextual factors.
11–15 marks methods with some relevant use of subject
terminology.
• Identification of effects of writer’s methods to
create meanings.

AO3 • Some understanding of implicit ideas/ At the bottom of the level, a candidate will have Level 2 and
perspectives/contextual factors shown by links be starting to explain and/or make relevant comments on
between context/text/task. writer’s methods and/or contexts.
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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Level 2 AO1 • Supported response to task and text. At the top of the level, a candidate’s response is likely to be
• Comments on references. relevant and supported by some explanation. It will include
Supported, some focus on the task with relevant comments and some

relevant supporting references from the text. There will be identification

comments AO2 • Identification of writers’ methods. of deliberate choices made by writer with some reference to
• Some reference to subject terminology. subject terminology. Awareness of some contextual factors.
6–10 marks

AO3 • Some awareness of implicit ideas/contextual

factors.
At the bottom of the level, a candidate’s response will have
Level 1 and be starting to focus on the task and/or starting to
show awareness of the writer making deliberate choices and/or
awareness of contexts.

Level 1 AO1 • Simple comments relevant to task and text. At the top of the level, a candidate’s response is likely to be
• Reference to relevant details. narrative and/or descriptive in approach. It may include
Simple, awareness of the task and provide appropriate reference to text;
explicit there will be simple identification of method with possible
comments reference to subject terminology. Simple comments/responses

to context, usually explicit.

AO2 • Awareness of writer making choices.
1–5 marks
• Possible reference to subject terminology.

AO3 • Simple comment on explicit ideas/contextual At the bottom of the level, a candidate’s response will show
factors. some familiarity with the text.

0 marks Nothing worthy of credit/nothing written.

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

The 19th-century novel

Robert Louis Stevenson: The Strange Case of Dr. Jekyll and Mr. Hyde

Question 01

Starting with this extract, explore how Stevenson creates mystery and tension in The Strange Case
of Dr. Jekyll and Mr. Hyde.
Write about:

• how Stevenson creates mystery and tension in this extract

• how Stevenson creates mystery and tension in the novel as a whole.
[30 marks]

Indicative content

Examiners are encouraged to reward any valid interpretations. Answers might, however,
include some of the following:
AO1

• The unpleasant view of the city, linked to Mr Hyde’s personality

• The description of the area and what it shows about Mr Hyde’s choice of place to live
• Ideas about what the use of setting here helps the reader to understand about the tension and
mystery in the novel as a whole
• Reference to the tension and mystery elsewhere in the novel

AO2

• Metaphorical use of fog as linked to the theme of mystery

• Imagery of dirt and darkness and corrosion
• Contrast between internal and external, hidden and exposed
• Use of imagery of nightmares and fear
• Use of structure to create sense of mystery, such as the gradual unfolding of the mystery of Mr Hyde
AO3

• Ideas about the proximity to the dark side of life in the city
• Any treatment of the use of the city setting to highlight themes of the novel
• Ideas about city living bringing a heightened sense of fear of the unknown
• Possible references to Victorian ideas about class and the relationship between poverty and evil
• Possible reference to gothic influences that create tension and mystery, such as darkness, neglect,
hidden places, etc.

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Charles Dickens: A Christmas Carol

Question 02

Starting with this extract, explore how Dickens presents Scrooge’s fears in A Christmas Carol.

Write about:

• how Dickens presents what Scrooge is frightened of in this extract

• how Dickens presents Scrooge’s fears in the novel as a whole.
[30 marks]

Indicative content

Examiners are encouraged to reward any valid interpretations. Answers might, however,
include some of the following:
AO1

• Scrooge’s fear of the appearance of the ‘Phantom’ and his response to it

• Scrooge’s fear of what the ‘Phantom’ represents – he fears this ghost the most
• Scrooge fears all the ghosts – and Marley’s ghost too
• He fears an early and lonely death – thus leaving all his wealth and possessions behind – and the
coldness / darkness of the grave
• He fears becoming poor

AO2

• Language used to present the appearance and actions of the ghost

• Language used to present Scrooge’s fear, eg ‘filled him with a solemn dread’
• The build up of Scrooge’s fears – starting with Marley’s ghost and going through to the Ghost of
Christmas yet to come – all culminating in Scrooge’s spiritual re-education
• How Dickens presents Scrooge’s fears during the appearance of any of the ghosts

AO3

• Scrooge’s fear in relation to his redemption

• Literary context – novel as an allegory
• Use of the ghosts / ‘belief’ in ghosts to elicit fear in Scrooge / the reader
• Ideas about fear as a motivating force

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Charles Dickens: Great Expectations

Question 03

Starting with this extract, explore how far Dickens presents Miss Havisham as a cruel and bitter
woman.

Write about:

• how Dickens presents Miss Havisham in this extract

• how far Dickens presents Miss Havisham as a cruel and bitter woman in the novel as a whole.
[30 marks]

Indicative content

Examiners are encouraged to reward any valid interpretations. Answers might, however,
include some of the following:
AO1

• Miss Havisham’s suggestion that Estella can break Pip’s heart and what this shows about her cruelty
and bitterness towards men
• How Miss Havisham’s abandonment by Compeyson has affected her so profoundly
• The deliberate raising of Estella to be Miss Havisham’s revenge on men
• Miss Havisham’s eventual redemption through her remorse for her actions and attempt to redress the
balance of her wrongdoings

AO2

• Use of jewel as metaphor for the hardness of heart, as well as money becoming more important than
feelings
• The description of the room to be stuck in time, just as Miss Havisham is unable to move forward with
her life
• Imagery of decay and death and how this is a metaphor for her life and the effect she has on others
• Imagery of white / day / light and how these are used to highlight her emotional corruption
• Possible imagery of card game as metaphor for Miss Havisham’s treatment of the lives of others

AO3

• Ideas about revenge and redemption

• Ideas about loyalty and betrayal, perhaps explored through Compeyson and Estella
• Possible treatment of Miss Havisham’s victimhood and how Compeyson’s abandonment would have
been seen in the social context of the novel
• Miss Havisham’s financial power and how this affords her a powerful status

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Charlotte Brontë: Jane Eyre

Question 04

Starting with this extract, explore how Brontë presents some of the distressing experiences that Jane
deals with in the novel.

Write about:

• how Brontë presents Jane’s distressing experiences at Thornfield Hall in this extract
• how Brontë presents some of the distressing experiences Jane deals with in the novel as a whole.
[30 marks]

Indicative content

Examiners are encouraged to reward any valid interpretations. Answers might, however,
include some of the following:
AO1

• Jane is faced with being awoken by desperate cries, the source of which she does not know
• Jane is terrified of what she sees and hears
• Various other distressing experiences at Thornfield Hall – distant / unknown / imposing location –
absent / enigmatic Rochester - uncertain history of Adele / presence of Bertha Mason
• Various distressing experiences with Mrs Reed, eg imprisonment in the red room
• Various distressing experiences at Lowood School.

AO2

• Jane as narrator heightens for the reader the distressing experiences she faces in the novel as we
share her feelings
• Vivid images in the extract to convey Jane’s distress
• Presentation of panic of the people in the house and their questioning
• References to mysterious laughing – ‘demonic laugh’
• Language used to describe any of the ‘distressing experiences’ and to convey Jane’s feelings of /
reaction to them.

AO3

• Gothic setting of Thornfield Hall - elements of mystery / intrigue / supernatural – related to Jane’s
difficulties
• Class issues – Jane as a victim
• Education / school at the time the novel is set – the cruelty of it
• Role / status of women – how Jane’s dealing with ‘distressing experiences’ marks her out as different

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Mary Shelley: Frankenstein

Question 05

Starting with this extract, explore how far Shelley presents the monster as a victim to be pitied.

Write about:

• how Shelley presents the monster in this extract

• how far Shelley presents the monster as a victim to be pitied in the novel as a whole.
[30 marks]

Indicative content

Examiners are encouraged to reward any valid interpretations. Answers might, however,
include some of the following:
AO1

• The acts that the monster has committed such as the murders, in particular of a child, and how this
might be difficult to forgive
• The monster’s awareness of his own crimes and the reason for them and how this might create a
sense of pity for him
• Victor’s ambition and how he unwittingly created something that he then abandoned and spurned
• The extent to which the monster is human and therefore should take responsibility for his actions

AO2

• The language that the monster uses to describe himself and how this acknowledgement of his own
wrong-doing creates a sense of pity for him
• The monster’s first person description, how he focuses on himself and therefore demonstrates acute
self-awareness
• Imagery of nature and language used to describe the beauty of the natural world

AO3

• Ideas about responsibility, both in terms of Victor and the monster

• Ideas about humanity and what it means to be a human being, in terms of natural law
• Ideas about society and judgement and the extent to which the monster is a victim of society’s
abandonment and therefore to be pitied
• Ideas about revenge and the extent to which this can be forgiven / understood

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 MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1N – SAMPLE SET (2021 EXAMS ONLY)

Jane Austen: Pride and Prejudice

Question 06

Starting with this extract, explore how Austen presents the ways that pride and prejudice affect the
relationship between Mr Darcy and Elizabeth?

Write about:

• how Mr Darcy and Elizabeth are affected by pride and prejudice at this moment in the novel
• how pride and prejudice affect their relationship in the novel as a whole.
[30 marks]

Indicative content

Examiners are encouraged to reward any valid interpretations. Answers might, however,
include some of the following:
AO1

• Darcy’s ignorance of how his ‘struggle’ might be perceived, showing his pride and lack of awareness
of the feelings of others
• Elizabeth’s prejudice against him because of his influence over Bingley and Wickham’s stories about
him
• Elizabeth’s pride and how she acknowledges the compliment of a proposal in spite of her dislike for
Darcy at this moment
• How both characters have to overcome their respective pride and prejudice in order to finally love
each other
AO2

• Darcy’s language at this moment: how he uses ‘struggle’ and ‘repressed’ and how this highlights his
pride
• How Austen chooses to report rather than voice details of Darcy’s reservations
• Focus on Elizabeth’s internal reactions and how this places her as the central character in the novel
• How Austen may be manipulating perspective in order to present Darcy in an unfavourable light at
this moment, and elsewhere

AO3

• Darcy’s focus on Elizabeth’s social status and how this is a perceived barrier to their relationship
• How Elizabeth’s blunt refusal would have been considered to be potentially unusual in the context of
the times
• Ideas about social status and how these are highlighted in this moment as well as being central to the
novel as a whole

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Arthur Conan Doyle: The Sign of Four

Question 07

Starting with this extract, explore how Conan Doyle presents the police force as ineffective and
foolish in The Sign of Four.

Write about:

• how Conan Doyle presents Athelney Jones as ineffective and foolish in this extract
• how Conan Doyle presents the police force as ineffective and foolish in the novel as a whole.
[30 marks]

Indicative content

Examiners are encouraged to reward any valid interpretations. Answers might, however,
include some of the following:
AO1

• Jones does not respect Holmes’ abilities – ‘more by good luck than good guidance’ with reference to
Holmes’ work on another case
• Jones has different approaches from Holmes to detection
• Immediately following the extract, Jones makes a quick – wrong – arrest, dismissing Holmes as ‘Mr
Theorist’. Later ridiculously he arrests several other people
• Article in the paper – Jones referred to as ‘a single vigorous and masterful mind’ when clearly he isn’t
• Holmes as more respect for the ‘Baker Street irregulars’ to do detective work
• Jones’ change of attitude to Holmes later in the story

AO2

• Jones is presented almost as comic relief, eg his appearance, Holmes use of sarcasm to correct
Jones’ detective work
• Jones’ lack of skills as a detective are shown in his wrong assumptions revealed in the dialogue
between Jones and Holmes
• The sarcastic references used by Holmes to refer to the police
• The clear irony in the whole of the newspaper article makes Jones look foolish
• Jones looks totally ineffective by comparison with the remarkable effectiveness of Holmes

AO3

• Victorian attitudes to the police / people’s lack of trust in them

• Ideas about solving crimes: inefficient / unscientific v rational / knowledgeable
• Holmes as ideal detective v Jones as somewhat foolish and incompetent

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