Never Let Me Go

    OCR
    GCSE

    Set in a dystopian alternate 1990s England, the narrative follows Kathy H., a 'carer' looking back on her childhood at Hailsham, a secluded boarding school. Through a non-linear structure, Kathy recounts her complex relationships with the volatile Tommy and the manipulative Ruth, gradually revealing their true purpose as clones created solely for organ donation. The novel transitions through three distinct phases: the idyllic but controlled Hailsham, the transitional Cottages, and the final stage of caring and completion. As the trio seeks a rumoured 'deferral' based on true love, they confront the futility of their hopes and the cold reality of their existence. Ultimately, the text is a tragic meditation on mortality, the ethics of science, and the human capacity to accept fate.

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    Objectives
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    Exam Tips
    4
    Pitfalls
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    Key Terms
    4
    Mark Points

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • AO1: Develop a conceptualized argument about the passivity of the characters, supporting with precise, memorized references rather than general plot recall
    • AO2: Analyse the effect of the 'bureaucratic' and euphemistic semantic field (e.g., 'complete', 'donor') on the tone and reader distance
    • AO2: Evaluate the structural impact of the tripartite setting (Hailsham, Cottages, Recovery Centres) on character development and the theme of loss
    • AO3: Integrate contextual understanding of bioethics, social stratification, and the 'othering' of marginalized groups seamlessly into the argument

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have identified the theme of hope, now analyse the specific euphemisms Ishiguro uses to undermine that hope"
    • "Avoid retelling the events at the Cottages; focus on how this setting represents a transitional state for the characters"
    • "Your context on cloning is relevant, but ensure you link it to the text's exploration of the human soul, not just scientific fact"
    • "Consider the effect of the non-linear timeline—why does Kathy narrate this story in flashbacks?"

    Marking Points

    Key points examiners look for in your answers

    • AO1: Develop a conceptualized argument about the passivity of the characters, supporting with precise, memorized references rather than general plot recall
    • AO2: Analyse the effect of the 'bureaucratic' and euphemistic semantic field (e.g., 'complete', 'donor') on the tone and reader distance
    • AO2: Evaluate the structural impact of the tripartite setting (Hailsham, Cottages, Recovery Centres) on character development and the theme of loss
    • AO3: Integrate contextual understanding of bioethics, social stratification, and the 'othering' of marginalized groups seamlessly into the argument

    Examiner Tips

    Expert advice for maximising your marks

    • 💡Since this is closed book, memorize 3-4 'anchor' quotes for key themes (Identity, Art, Mortality) that can be adapted to various questions
    • 💡Structure the essay thematically rather than chronologically; jump between Hailsham and the Centres to show character progression
    • 💡Focus on the ending; the lack of rebellion is the central tragedy—ensure your conclusion addresses why they 'never let go' of their fate
    • 💡Use the 'How does Ishiguro...' prompt to constantly pivot back to the writer's craft, specifically the narrative voice

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Describing the plot of the film adaptation rather than the specific narrative arc and ending of the novel
    • Asserting that the characters 'should have escaped' without analysing why Ishiguro constructed them to be compliant
    • Listing motifs (the cassette tape, the boat) without explaining their symbolic contribution to the theme of loss
    • Failing to address the 'unreliable' nature of Kathy's memory and narration, treating her account as objective fact

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    Key Terminology

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    How does Ishiguro present
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