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A complete response will address the following key aspects of the poem: 1. The Shock of the Encounter: The poem begins with a calm, peaceful walk ('Sun-warmed in the late season’s grace') which is abruptly shattered by the appearance of the 'Great python'. This contrast highlights the unpredictable, wild power of nature. 2. Physical and Emotional Reactions: The onlookers' reaction is visceral and immediate; they 'froze on our track' and 'could not take our eyes from him.' Their 'breath went back,' representing a collective, suspended state of awe and fear. They are totally dominated by the creature's presence. 3. Portrait of the Snake: Wright uses vivid visual and auditory imagery. The python is 'green' and 'glistened' with 'blue-black scale.' It is described as 'cold, dark and splendid,' a juxtaposition of adjectives that encapsulates both fear (cold, dark) and awe (splendid). The 'flickering tongue' and questing for 'prey' remind the onlookers of its lethal, primitive purpose. 4. Release and Resolution: As the snake passes, the physical relief is palpable: 'We took a deeper breath, and looked / at one another, and went on.' This ending shows how the experience has altered them, leaving a lasting impression of nature’s terrifying beauty.

Band 1 (22-25 marks): Highly perceptive analysis of the poem. Shows outstanding appreciation of Wright's style, including sensory language, imagery, and structural contrasts. Integrates precise textual references to support a sensitive argument about awe and fear. Band 2 (18-21 marks): Solid, well-developed analysis of how Wright evokes awe and fear. Good understanding of literary devices (contrast, metaphor, sibilance) with relevant quotes. Band 3 (14-17 marks): Clear understanding of the poem's themes and reactions to the snake. Explains points with appropriate textual support, though may focus more on explanation than close analysis. Band 4 (10-13 marks): Straightforward narrative understanding. Identifies the basic events and simple imagery but offers limited critical analysis. Band 5 (6-9 marks): Fragmented understanding with heavy reliance on simple paraphrase and very few literary observations. Band 6 (1-5 marks): Minimal response with little or no relevance to the poem or prompt.

A complete response will address the following key aspects of the poem: 1. The Shock of the Encounter: The poem begins with a calm, peaceful walk ('Sun-warmed in the late season’s grace') which is abruptly shattered by the appearance of the 'Great python'. This contrast highlights the unpredictable, wild power of nature. 2. Physical and Emotional Reactions: The onlookers' reaction is visceral and immediate; they 'froze on our track' and 'could not take our eyes from him.' Their 'breath went back,' representing a collective, suspended state of awe and fear. They are totally dominated by the creature's presence. 3. Portrait of the Snake: Wright uses vivid visual and auditory imagery. The python is 'green' and 'glistened' with 'blue-black scale.' It is described as 'cold, dark and splendid,' a juxtaposition of adjectives that encapsulates both fear (cold, dark) and awe (splendid). The 'flickering tongue' and questing for 'prey' remind the onlookers of its lethal, primitive purpose. 4. Release and Resolution: As the snake passes, the physical relief is palpable: 'We took a deeper breath, and looked / at one another, and went on.' This ending shows how the experience has altered them, leaving a lasting impression of nature’s terrifying beauty.

Band 1 (22-25 marks): Highly perceptive analysis of the poem. Shows outstanding appreciation of Wright's style, including sensory language, imagery, and structural contrasts. Integrates precise textual references to support a sensitive argument about awe and fear. Band 2 (18-21 marks): Solid, well-developed analysis of how Wright evokes awe and fear. Good understanding of literary devices (contrast, metaphor, sibilance) with relevant quotes. Band 3 (14-17 marks): Clear understanding of the poem's themes and reactions to the snake. Explains points with appropriate textual support, though may focus more on explanation than close analysis. Band 4 (10-13 marks): Straightforward narrative understanding. Identifies the basic events and simple imagery but offers limited critical analysis. Band 5 (6-9 marks): Fragmented understanding with heavy reliance on simple paraphrase and very few literary observations. Band 6 (1-5 marks): Minimal response with little or no relevance to the poem or prompt.

An excellent response will explore the following aspects of the passage:

1. **Thematic Conflict of Class and Illusion**: Stanley’s obsession with material value (represented by his references to 'deeds of sale', 'appraising', and his 'acquaintance who’s a furrier') directly clashes with Blanche’s world of illusion, performance, and aestheticized tragedy ('inexpensive summer furs', her 'red satin robe', and 'glass slippers').

2. **Dramatic Action and Staging**: Williams uses violent, aggressive verbs for Stanley ('rips open', 'flings', 'hurls', 'seizes', 'slams') to establish his dominance, physical threat, and intrusion into Blanche’s private space. In contrast, Blanche’s actions are performative and defensive ('bathing', 'spraying perfume'). Her use of the 'atomizer' is an attempt to mask Stanley’s crude reality with perfume, which Stanley violently shuts down ('seizes her wrist and slams the atomizer down').

3. **Contrasting Linguistic Styles**: Stanley's speech is colloquial, blunt, and aggressive ('Cut the re-bop!', 'She didn’t show you no papers'). Blanche’s speech is arch, theatrical, and flirtatious ('My, but you have an impressive judicial air!'). She attempts to disarm his hostility with playful banter, failing to realize the severity of his resentment and territorial nature.

4. **Foreshadowing of Tragic Outcomes**: Stanley's physical violation of Blanche’s personal trunk and her physical body (grabbing her wrist) directly foreshadows the ultimate physical violation and destruction of Blanche’s sanity in Scene 10. The 'glass slippers' she wears emphasize her extreme fragility, which is destined to shatter under Stanley’s brutal realism.

Assessment Criteria (out of 25 marks):

- **Level 5 (21-25 marks)**: Shows a critical, evaluative understanding of Williams’s dramatic craft. Demonstrates a sensitive and detailed analysis of the provided passage, with close attention to stage directions, language, and characterization. Arguments are sustained, cohesive, and persuasive.

- **Level 4 (16-20 marks)**: Demonstrates a clear and coherent understanding of the conflict between Blanche and Stanley. Offers good analysis of the passage with relevant textual support. Understands the underlying themes of reality vs. illusion.

- **Level 3 (11-15 marks)**: Shows a competent understanding of the characters' attitudes and the immediate dramatic situation. Focuses mostly on the passage with some relevant comments on language or staging, though may rely on explanation rather than analysis.

- **Level 2 (6-10 marks)**: Offers a limited response with some basic awareness of the characters and plot. May retell the story or describe the scene with little focus on the specific language or dramatic techniques used by Williams.

- **Level 1 (1-5 marks)**: Minimal response. Shows very limited understanding of the passage or the play as a whole, with little or no focus on the question.

An excellent response will explore several key areas. First, the representation of the past through Blanche DuBois and Belle Reve. Blanche represents the fading Southern aristocracy, with her name, manners, and wardrobe acting as relics of a bygone era of privilege. Belle Reve (meaning 'Beautiful Dream') represents the romanticized past that has decayed under the weight of financial ruin and moral decay. Blanche's reliance on illusions, magic, and dim lighting reflects her refusal to look at the harsh light of the modern world. Second, the representation of the present through Stanley Kowalski and Elysian Fields. Stanley represents the raw, industrial, and multicultural modern America. He is a working-man proud of his place in the new meritocratic society. Elysian Fields is loud, diverse, and vibrant, symbolizing the unstoppable momentum of the modern world. Stanley's pragmatism and physical dominance clash directly with Blanche's fragile aestheticism. Third, Stella serves as a transition or bridge. She has chosen to abandon her aristocratic past to adapt and survive in the present, demonstrating the magnetic pull of the modern world. Finally, Williams's dramatic and symbolic techniques reinforce this clash. The 'blue piano' represents the energetic, real, and diverse modern world of New Orleans, while the 'Varsouviana Polka' represents Blanche's tragic, inescapable past. The paper lantern represents Blanche's attempt to mask reality, and Stanley's tearing of it represents the ruthless exposure of truth by the modern world. In conclusion, Williams demonstrates that the past, while elegant, is ultimately unsustainable, and its destruction by the vital present is presented as tragic but inevitable.

Band 8 (23-25 marks): Answers demonstrate a highly perceptive and sensitive response to the text, showing a mature appreciation of Williams's dramatic techniques and thematic depth. Arguments are supported by precise, integrated textual references and demonstrate excellent literary analysis. Band 7 (20-22 marks): Answers offer a thorough, coherent, and well-developed analysis of the conflict between past and present, with clear appreciation of how dramatic effects are created. Band 6 (17-19 marks): Answers show a clear and sound understanding of the characters and themes, with good, relevant points supported by appropriate textual evidence. Band 5 (14-16 marks): Answers are competent and relevant, showing an understanding of the main conflict (Old South vs. New America) but may rely more on plot summary than on detailed literary analysis. Band 4 (11-13 marks): Answers show a basic understanding of the plot and characters, but points are thin or lack consistent support. Bands 1-3 (1-10 marks): Answers show limited, fragmented, or very basic knowledge of the text, with minimal reference to dramatic techniques.