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the structure of a modern tragedy."},{"text":"At its heart, DNA is a romantic comedy and a modern tragedy.","correct":false,"explanation":"Although the play contains occasional dark humour, it is not primarily a romantic comedy. It is best understood as a psychological thriller and a modern tragedy."},{"text":"At its heart, DNA is a psychological thriller and a historical drama.","correct":false,"explanation":"The teenagers’ behaviour involves social pressure, but the play is not a historical drama. Its tense manipulation and destructive outcome make it a psychological thriller and modern tragedy."},{"text":"At its heart, DNA is a fantasy adventure and a heroic epic.","correct":false,"explanation":"The play does not follow the conventions of either fantasy or heroic adventure. Its focus on psychological control and moral catastrophe makes it a psychological thriller and modern tragedy."}]},{"id":"31abef07-f32b-4cea-85e0-207f8dd98651","cardType":"basic","points":1,"front":"What incident triggers the cover-up in DNA?","back":"Adam falls into a deep grille after being stoned.","mcqOptions":[{"text":"Adam falls into a deep grille after being stoned.","correct":true,"explanation":"The cover-up begins after the group stones and terrorises Adam, causing him to fall into a deep grille. Believing him dead, they try to avoid responsibility."},{"text":"Adam falls from a high bridge after being stoned.","correct":false,"explanation":"Adam does not fall from a bridge; the relevant location is a deep grille. His fall after the group stones him prompts their elaborate cover-up."},{"text":"Phil falls into a deep grille after being stoned.","correct":false,"explanation":"The group’s violence is directed at Adam rather than Phil. Adam falls into a deep grille after being stoned, and the teenagers believe they have killed him."},{"text":"Adam falls into a deep grille while escaping police.","correct":false,"explanation":"Adam is not injured while escaping the police. He falls into a deep grille after the teenagers stone and torment him, causing them to conceal their actions."}]},{"id":"ec712a15-7fa1-41d7-9e73-859d92267b8d","cardType":"basic","points":1,"front":"What do the teenagers do instead of taking responsibility for Adam?","back":"They create a complex cover-up under Phil.","mcqOptions":[{"text":"They create a complex cover-up under Phil.","correct":true,"explanation":"Rather than admit their part in Adam’s apparent death, the teenagers follow Phil’s leadership and construct an increasingly complex scheme to shift suspicion elsewhere."},{"text":"They make a full confession to police.","correct":false,"explanation":"The teenagers do not make an honest confession to an authority figure. Under Phil’s control, they instead create a complex cover-up to protect the group."},{"text":"They begin a formal investigation under Leah.","correct":false,"explanation":"Leah questions the group’s morality but does not lead an investigation. Phil directs the teenagers in creating a complex cover-up designed to conceal their responsibility."},{"text":"They organise a careful rescue under Phil.","correct":false,"explanation":"The group does not organise a genuine rescue once Adam falls. Believing him dead, they follow Phil and devise a complex cover-up instead of accepting responsibility."}]},{"id":"69f4f42b-701f-4a72-a9a9-d2ec24f3d04c","cardType":"basic","points":1,"front":"In DNA, what does groupthink make the teenagers abandon?","back":"Their individual morality for group survival.","mcqOptions":[{"text":"Their individual morality for group survival.","correct":true,"explanation":"Groupthink pressures each teenager to suppress personal ethical judgement and support whatever protects the group, so individual morality is sacrificed for collective survival."},{"text":"Their collective loyalty for group survival.","correct":false,"explanation":"The group does not abandon collective loyalty; that loyalty becomes dangerously dominant. What the teenagers surrender is their individual morality, allowing group survival to override conscience."},{"text":"Their fear of punishment for group survival.","correct":false,"explanation":"Fear of punishment influences the teenagers, but groupthink specifically causes them to abandon individual morality. They stop judging Phil’s plans according to their own consciences."},{"text":"Their shared identity for group survival.","correct":false,"explanation":"Social identity is strengthened rather than abandoned as the teenagers conform to the group. They instead sacrifice individual morality so that the collective can survive."}]},{"id":"f095e759-1aef-41ef-bad5-23fe6be91e5f","cardType":"basic","points":1,"front":"What does nihilism make human life seem like in DNA?","back":"Human life becomes expendable for the collective.","mcqOptions":[{"text":"Human life becomes expendable for the collective.","correct":true,"explanation":"The group repeatedly treats individuals as disposable whenever their existence threatens collective security, presenting human life as expendable rather than inherently meaningful."},{"text":"Human life becomes sacred for the collective.","correct":false,"explanation":"Nihilism denies secure meaning or value, so it does not make life sacred. In the play, human life becomes expendable whenever the collective feels threatened."},{"text":"Human life becomes irreplaceable for the collective.","correct":false,"explanation":"The teenagers do not regard every life as irreplaceable, because they are willing to sacrifice individuals to protect themselves. Nihilism therefore makes human life seem expendable."},{"text":"Human life becomes protected for the collective.","correct":false,"explanation":"Calling life protected reverses the group’s conduct: they endanger Adam and others to secure themselves. The play’s nihilism instead presents individual human life as expendable."}]},{"id":"aeedfe2c-36a4-40c4-814c-fe0b4fe79425","cardType":"cloze","points":null,"front":"The core conflict is between [ ], represented by Leah, and [ ], represented by Phil.","back":"The core conflict is between individual conscience, represented by Leah, and collective preservation, represented by Phil.","mcqOptions":[{"text":"The core conflict is between individual conscience, represented by Leah, and collective preservation, represented by Phil.","correct":true,"explanation":"Leah continually questions the group’s behaviour through personal moral reflection, whereas Phil prioritises keeping the group safe, establishing conscience against collective preservation."},{"text":"The core conflict is between individual ambition, represented by Leah, and collective preservation, represented by Phil.","correct":false,"explanation":"Leah represents moral questioning, not individual ambition. Her individual conscience conflicts with Phil’s determination to preserve the group regardless of the ethical cost."},{"text":"The core conflict is between individual conscience, represented by Leah, and personal redemption, represented by Phil.","correct":false,"explanation":"Phil’s plans are designed to preserve the collective rather than secure personal redemption. The central opposition is between Leah’s individual conscience and Phil’s group-centred survival strategy."},{"text":"The core conflict is between romantic devotion, represented by Leah, and social progress, represented by Phil.","correct":false,"explanation":"Neither character primarily represents romantic devotion or social progress. Leah embodies individual conscience, while Phil embodies collective preservation achieved through ruthless control."}]},{"id":"d67c8059-04c7-47c0-a608-6180f0f5a32e","cardType":"basic","points":1,"front":"What does A Wood symbolize in DNA?","back":"A regression to primitive, lawless human nature.","mcqOptions":[{"text":"A regression to primitive, lawless human nature.","correct":true,"explanation":"The wood lies outside ordinary social order and becomes a setting for violence and instinctive behaviour, symbolising regression to a primitive, lawless human condition."},{"text":"A progression to civilised, lawful human nature.","correct":false,"explanation":"The wood is associated with brutality and the loss of social restraints, not moral advancement. It symbolises regression to primitive, lawless human nature."},{"text":"A retreat to peaceful, secluded human existence.","correct":false,"explanation":"Although the wood is separated from public spaces, its central meaning is not peaceful isolation. It represents regression as the teenagers behave primitively beyond society’s rules."},{"text":"A rebirth into spiritual, harmonious human nature.","correct":false,"explanation":"The wood does not offer spiritual renewal, since violence and moral collapse occur there. It symbolises regression to primitive, lawless human nature outside civilised restraint."}]},{"id":"a447870a-eefc-481b-8a8c-ec83e2b6c1ea","cardType":"basic","points":2,"front":"What does the cyclical pattern of locations suggest?","back":"The characters are trapped by their own consequences.","mcqOptions":[{"text":"The characters are trapped by their own consequences.","correct":true,"explanation":"Repeated returns to the same settings mirror the teenagers’ inability to escape what they have done, suggesting that their choices have trapped them in recurring consequences."},{"text":"The characters are freed from their own consequences.","correct":false,"explanation":"The repeated locations do not show genuine freedom or a fresh beginning. Their cyclical recurrence suggests that the characters remain trapped by consequences created through their choices."},{"text":"The characters are transformed by their own consequences.","correct":false,"explanation":"The characters do not fully learn from events, as destructive patterns continue. The cyclical locations instead show that they are trapped by the consequences of their actions."},{"text":"The characters are released from their own consequences.","correct":false,"explanation":"Escape is precisely what the cyclical structure denies: the teenagers repeatedly return to the same situations. They are therefore trapped rather than released by their consequences."}]},{"id":"d34a9f4d-c109-4cf5-9310-f4eea420b010","cardType":"cloze","points":null,"front":"At the start, John Tate is the [ ], controlling the group through [ ].","back":"At the start, John Tate is the nominal leader, controlling the group through fear and threats.","mcqOptions":[{"text":"At the start, John Tate is the nominal leader, controlling the group through fear and threats.","correct":true,"explanation":"John Tate initially holds the recognised leadership position, but his authority depends on intimidating the others with fear and threats rather than earning their respect."},{"text":"At the start, John Tate is the democratic leader, controlling the group through debate and consensus.","correct":false,"explanation":"John Tate does not lead through open discussion or collective decision-making. He is the nominal leader, and he maintains control by using fear and threats."},{"text":"At the start, John Tate is the nominal leader, controlling the group through kindness and persuasion.","correct":false,"explanation":"Although John Tate initially appears confident, kindness and persuasion are not the basis of his authority. As nominal leader, he controls the group through fear and threats."},{"text":"At the start, John Tate is the powerless outsider, controlling the group through fear and threats.","correct":false,"explanation":"John Tate is not initially excluded or powerless; he occupies the group’s recognised leadership role. He is the nominal leader who controls others through fear and threats."}]},{"id":"4054dbe8-621c-45b5-9241-cb9448cd7ec0","cardType":"basic","points":1,"front":"Who fills the leadership vacuum after John Tate’s authority crumbles?","back":"Phil.","mcqOptions":[{"text":"Phil.","correct":true,"explanation":"Phil assumes control when John Tate can no longer manage the crisis. His calm decisiveness enables him to dominate the group and direct the cover-up."},{"text":"Cathy.","correct":false,"explanation":"Cathy later becomes an enthusiastic and ruthless enforcer, but she does not initially fill the leadership vacuum. Phil takes control after John Tate’s authority collapses."},{"text":"Leah.","correct":false,"explanation":"Leah questions events and seeks moral understanding rather than taking command. Phil fills the leadership vacuum by calmly issuing the group’s instructions."},{"text":"Richard.","correct":false,"explanation":"Richard is part of the group but does not devise or direct its response to the crisis. Phil replaces John Tate as the dominant authority."}]},{"id":"a7bac428-0ee7-4c04-8aab-580372b80098","cardType":"basic","points":1,"front":"What is the main source of Phil’s power?","back":"His silence.","mcqOptions":[{"text":"His silence.","correct":true,"explanation":"Phil’s silence makes him seem composed, unreadable and authoritative while everyone else panics. Because he speaks rarely, his eventual instructions carry exceptional weight."},{"text":"His physical strength.","correct":false,"explanation":"Phil does not gain authority by physically overpowering anyone. His silence creates an impression of calm certainty, making the frightened group attentive to his words."},{"text":"His popularity.","correct":false,"explanation":"Phil’s influence is not based on being socially admired or liked. His controlled silence distinguishes him from the panicking group and gives him authority."},{"text":"His wealth.","correct":false,"explanation":"No financial advantage explains Phil’s dominance within the group. His silence makes him appear calculating and self-controlled, so the others accept his leadership."}]},{"id":"cf1582c9-a9e2-4a2f-a27e-a9dc9b17bdaf","cardType":"basic","points":2,"front":"What does Phil eating while others panic symbolize?","back":"His cold detachment and control.","mcqOptions":[{"text":"His cold detachment and control.","correct":true,"explanation":"Phil’s ability to eat while the others panic shows that he remains emotionally removed from the crisis. This cold detachment reinforces his control over them."},{"text":"His nervous appetite and fear.","correct":false,"explanation":"Eating is not presented as a nervous reaction or evidence that Phil is frightened. It symbolises his cold detachment and composed control during the crisis."},{"text":"His confusion and helplessness.","correct":false,"explanation":"Phil displays neither confusion nor helplessness while eating; he remains calculating and directs the group’s response. The action symbolises his cold detachment and control."},{"text":"His warmth and concern.","correct":false,"explanation":"Phil’s eating does not communicate care for the distressed group. His lack of emotional response instead represents his cold detachment and strengthens his control."}]},{"id":"00c25207-8e45-4232-bb26-e43f019810f9","cardType":"cloze","points":null,"front":"Cathy evolves from a [ ] into a [ ].","back":"Cathy evolves from a minor follower into a ruthless lieutenant.","mcqOptions":[{"text":"Cathy evolves from a minor follower into a ruthless lieutenant.","correct":true,"explanation":"Cathy begins as a relatively unimportant group member but increasingly embraces violence and authority. She becomes Phil’s ruthless lieutenant, carrying out cruel actions willingly."},{"text":"Cathy evolves from a minor follower into a compassionate peacemaker.","correct":false,"explanation":"Cathy does begin as a minor follower, but she grows more violent rather than becoming a source of reconciliation. She develops into Phil’s ruthless lieutenant."},{"text":"Cathy evolves from a dominant leader into a ruthless lieutenant.","correct":false,"explanation":"Cathy is not the group’s dominant figure at the beginning; she initially has a limited role. She develops from a minor follower into a ruthless lieutenant."},{"text":"Cathy evolves from a moral outsider into a reluctant victim.","correct":false,"explanation":"Cathy neither begins as a moral outsider nor ends as an unwilling casualty. She changes from a minor follower into an enthusiastic, ruthless lieutenant."}]},{"id":"874304cd-971f-45c8-bbc2-05524614cddf","cardType":"basic","points":2,"front":"What does Cathy’s enjoyment of the cover-up reveal?","back":"Empathy can disintegrate under group power.","mcqOptions":[{"text":"Empathy can disintegrate under group power.","correct":true,"explanation":"Cathy’s excitement about deception and violence shows that collective power can erode compassion. Participation in the group’s wrongdoing causes her empathy to disintegrate."},{"text":"Empathy can strengthen under group power.","correct":false,"explanation":"Cathy becomes less compassionate as she gains involvement and influence, not more empathetic. Her enjoyment demonstrates that empathy can disintegrate under group power."},{"text":"Fear can prevent cruelty within the group.","correct":false,"explanation":"Fear does not stop Cathy from embracing cruelty; the cover-up gives her excitement and influence. Her response shows empathy disintegrating under group power."},{"text":"Leadership can restore individual morality.","correct":false,"explanation":"Authority intensifies Cathy’s moral decline rather than repairing it. Her pleasure in the cover-up reveals how empathy can disintegrate when group power rewards cruelty."}]},{"id":"089a3b43-9cad-43a7-a7c5-800bb4feba61","cardType":"cloze","points":null,"front":"Leah’s chimp comparison uses [ ] to suggest violence is hardwired into human [ ].","back":"Leah’s chimp comparison uses zoomorphism to suggest violence is hardwired into human DNA.","mcqOptions":[{"text":"Leah’s chimp comparison uses zoomorphism to suggest violence is hardwired into human DNA.","correct":true,"explanation":"Comparing humans with chimps gives people animal characteristics, making the technique zoomorphism. The reference to DNA presents violence as an inherited biological tendency."},{"text":"Leah’s chimp comparison uses anthropomorphism to suggest violence is hardwired into human DNA.","correct":false,"explanation":"Anthropomorphism gives human qualities to non-human things, whereas Leah associates humans with animals, which is zoomorphism. The DNA reference makes violence seem biologically inherited."},{"text":"Leah’s chimp comparison uses zoomorphism to suggest violence is hardwired into human culture.","correct":false,"explanation":"Zoomorphism is the relevant technique, but culture consists of learned social practices rather than inherited biology. Leah’s wording locates violent impulses in human DNA."},{"text":"Leah’s chimp comparison uses euphemism to suggest violence is hardwired into human language.","correct":false,"explanation":"The comparison does not soften violence through euphemism, and language is learned rather than the biological source identified. Leah uses zoomorphism and links violence to human DNA."}]},{"id":"53ac906a-2da9-49f3-b633-37020e0b9d57","cardType":"basic","points":1,"front":"What does Leah’s collective pronoun “we” suggest?","back":"No one in the group is innocent.","mcqOptions":[{"text":"No one in the group is innocent.","correct":true,"explanation":"The collective pronoun includes Leah and every other group member in the moral judgement. It suggests that all share responsibility and no one remains innocent."},{"text":"No one in the group is responsible.","correct":false,"explanation":"The pronoun “we” creates collective responsibility rather than removing responsibility from everyone. Leah recognises that no one in the group is innocent."},{"text":"Only John Tate is guilty.","correct":false,"explanation":"The inclusive pronoun spreads guilt across the whole group instead of isolating John Tate. Leah’s point is that none of them can claim innocence."},{"text":"Leah sees herself as superior.","correct":false,"explanation":"By saying “we”, Leah includes herself rather than placing herself above the others. The pronoun suggests that no one in the group is innocent."}]},{"id":"ad180561-41f8-4416-9302-afe2fbe7e110","cardType":"basic","points":2,"front":"What does the adjective “evil” strip away in Leah’s monologue?","back":"Complex excuses for animalistic cruelty.","mcqOptions":[{"text":"Complex excuses for animalistic cruelty.","correct":true,"explanation":"The blunt label “evil” rejects attempts to rationalise the group’s behaviour. Leah presents its violence as animalistic cruelty rather than something defensible through elaborate explanations."},{"text":"Human responsibility for animalistic cruelty.","correct":false,"explanation":"Calling the behaviour “evil” does not remove human responsibility; it makes the group morally accountable. The adjective instead rejects complex excuses for their animalistic cruelty."},{"text":"Evidence of the group’s collective guilt.","correct":false,"explanation":"The adjective does not erase evidence of guilt, since the group’s guilt remains central to the play. It strips away complex excuses for their animalistic cruelty."},{"text":"Any connection between humans and animals.","correct":false,"explanation":"Leah’s animal comparisons strengthen rather than remove the connection between human and animal behaviour. “Evil” instead strips away complex excuses for the group’s animalistic cruelty."}]},{"id":"2e1632c7-5ef7-48cb-b9d0-536934999dda","cardType":"basic","points":2,"front":"What does Kelly question through Leah’s chimp and bonobo comparison?","back":"Whether civilization can suppress primitive violence.","mcqOptions":[{"text":"Whether civilization can suppress primitive violence.","correct":true,"explanation":"Chimpanzees and bonobos represent contrasting possibilities within closely related species. Through them, Kelly questions whether civilized structures genuinely control humanity’s underlying capacity for primitive violence."},{"text":"Whether evolution has made humans naturally peaceful.","correct":false,"explanation":"The comparison does not claim that evolution has made humanity peaceful; the group’s brutality disproves that idea. Kelly questions whether civilization can suppress primitive violence."},{"text":"Whether education inevitably produces moral behaviour.","correct":false,"explanation":"Education is not the central issue in Leah’s comparison between aggressive chimpanzees and peaceful bonobos. Kelly uses it to question whether civilization can suppress primitive violence."},{"text":"Whether animals are more intelligent than humans.","correct":false,"explanation":"The comparison concerns patterns of violence and cooperation, not relative intelligence. Kelly uses these primates to question whether civilization can suppress humanity’s primitive violent instincts."}]},{"id":"cd3c727e-d653-4630-9d54-ea86c22c1618","cardType":"cloze","points":null,"front":"DNA was written amid mid-2000s anxiety about [ ] and [ ].","back":"DNA was written amid mid-2000s anxiety about hoodies and teenage gang culture.","mcqOptions":[{"text":"DNA was written amid mid-2000s anxiety about hoodies and teenage gang culture.","correct":true,"explanation":"The play emerged when British media and politicians frequently presented hooded teenagers and youth gangs as social threats, shaping its exploration of fear, violence and group identity."},{"text":"DNA was written amid mid-2000s anxiety about mods and rockers and teenage gang culture.","correct":false,"explanation":"Mods and rockers are associated mainly with British youth conflict in the 1960s, not the play’s mid-2000s context. The relevant anxieties concerned hoodies and teenage gang culture."},{"text":"DNA was written amid mid-2000s anxiety about hoodies and Victorian workhouse culture.","correct":false,"explanation":"Victorian workhouses belong to nineteenth-century debates about poverty and welfare, not the play’s immediate context. Mid-2000s anxieties focused on hoodies and teenage gang culture."},{"text":"DNA was written amid mid-2000s anxiety about flappers and Jazz Age party culture.","correct":false,"explanation":"Flappers and Jazz Age culture belong primarily to the 1920s and do not explain the play’s contemporary setting. Kelly was responding to anxieties about hoodies and teenage gang culture."}]},{"id":"36c8420d-d7bf-4e70-970f-1b3558811fe9","cardType":"basic","points":1,"front":"Rather than condemning teenagers as uniquely evil, how does Kelly use them?","back":"As a microcosm of wider society.","mcqOptions":[{"text":"As a microcosm of wider society.","correct":true,"explanation":"The teenage group operates as a small-scale version of society, displaying hierarchy, conformity, exclusion and rationalised violence. Their behaviour therefore reflects failings beyond adolescence."},{"text":"As an exception to wider society.","correct":false,"explanation":"The teenagers are not presented as exceptions whose behaviour differs completely from adult society. Kelly uses their group as a microcosm reflecting wider social patterns."},{"text":"As a remedy for wider social violence.","correct":false,"explanation":"Kelly does not present the teenagers as a remedy for violence; they reproduce coercion, exclusion and self-protective reasoning. They function as a microcosm of wider society."},{"text":"As a celebration of youthful rebellion.","correct":false,"explanation":"The play exposes the destructive consequences of the teenagers’ actions rather than celebrating rebellion. Kelly uses them as a microcosm through which wider society can be examined."}]},{"id":"1a06bbd6-9ec7-45ef-b547-a776af25df91","cardType":"basic","points":2,"front":"What wider behaviour does the group’s cover-up mirror?","back":"Societies justifying wars or cover-ups as the greater good.","mcqOptions":[{"text":"Societies justifying wars or cover-ups as the greater good.","correct":true,"explanation":"The group excuses harming individuals by claiming that concealment protects everyone else. This mirrors how societies defend wars or cover-ups as necessary for the greater good."},{"text":"Societies preventing wars or scandals through honesty.","correct":false,"explanation":"The group conceals wrongdoing rather than preventing it through openness and honesty. Its behaviour mirrors societies justifying wars or cover-ups as serving the greater good."},{"text":"Individuals pursuing wealth or status for personal gain.","correct":false,"explanation":"Personal ambition does not capture the cover-up’s claimed collective justification. The group’s reasoning instead mirrors societies defending wars or cover-ups as necessary for the greater good."},{"text":"Families resolving conflicts or mistakes through forgiveness.","correct":false,"explanation":"The teenagers avoid truthful resolution and forgiveness by escalating their deception. Their cover-up mirrors societies justifying wars or cover-ups as serving a supposed greater good."}]},{"id":"1d47742a-9757-4891-badd-9732d6e14040","cardType":"basic","points":2,"front":"What does the absence of adults on stage represent?","back":"Youth isolation and breakdown of social structures.","mcqOptions":[{"text":"Youth isolation and breakdown of social structures.","correct":true,"explanation":"With no responsible adults intervening, the teenagers are left to form a destructive hierarchy themselves. This represents their isolation and the collapse of protective social structures."},{"text":"Youth freedom and rejection of social control.","correct":false,"explanation":"Although no adults are physically present, the result is not empowering freedom. Their absence highlights the teenagers’ isolation and the failure of social structures to support them."},{"text":"Adult trust and strength of social structures.","correct":false,"explanation":"Absent adults cannot signify reliable adult guidance or strong institutions. Their disappearance instead represents youth isolation and the breakdown of the social structures meant to protect them."},{"text":"Youth maturity and success of peer leadership.","correct":false,"explanation":"The group’s leadership produces fear, manipulation and violence rather than demonstrating maturity. The absence of adults represents youth isolation and a breakdown of wider social structures."}]}]}],"examCountdown":{"examDate":"2027-05-12","paperLabel":"Paper 1"},"heading":"Overview","title":"Overview Flashcards","topbar":{"backHref":"/gcse/english-literature/aqa/flashcards"},"topicSidebar":"$L37"}]}],"topicId":"657beb67-3ab0-5005-8bc7-b002281515ff","walled":"$L38"}],"$L39","$L3a"]