November Paper 1 Exam Question 1 Read again the

Question 2<br>

It came on great oiled, resilient, striding legs. It towered thirty feet above half of the trees, a great evil god, folding its delicate watchmaker’s claws close to its oily reptilian chest. Each lower leg was a piston, a thousand pounds of white bone, sunk in thick ropes of muscle, sheathed over in a gleam of pebbled skin like the armour of a terrible warrior. Each thigh was a ton of meat, ivory, and steel mesh. And from the great breathing cage of the upper body those two delicate arms dangled out front, arms with hands which might pick up and examine men like toys, while the snake neck coiled. And the head itself, a ton of sculptured stone, lifted easily upon the sky. Its mouth gaped, exposing a fence of teeth like daggers. Its eyes rolled, ostrich eggs, empty of all expression save hunger. It closed its mouth in a death grin. It ran, its pelvic bones crushing aside trees and bushes, its taloned feet clawing damp earth, leaving prints six inches deep wherever it settled its weight. Question 2 How does the writer use language here to describe the Tyrannosaurus Rex? On average people in this class got between 3/4 marks!<br>

Question 2 Top Tips
Make sure students are aware they don’t have to talk about every bullet point (sentence forms was not a particular feature in this extract). Students who did less well (EBI)
Identified and labelled language techniques but failed to comment on effect/explain reason. Some also offered a basic, generic comment e.g. ‘creates a picture in our heads’.
Others looked at connotations of words without consideration of context e.g. ‘delicate arms’ and said this suggested the T-Rex was dainty.
Selected very lengthy examples rather than focus on words/phrases this frequently led to paraphrasing and discussion of ideas rather than analysis of language. Positive (WWW)
On a whole, students made appropriate selections of language to analyse; they employed subject terminology to enhance; they did not write at unnecessary length; and they focused on the effects of the writer’s choice of specific words and phrases and analysed to the best of their ability. Examiner Report<br>

How would we answer this differently the 2nd time around? How can we get out of level 2 and into level 3? Question 2 How does the writer use language here to describe the Tyrannosaurus Rex? Level Marked on Model Answer On average people in this class got between 3/4 marks!<br>

Question 2 How marks were gained:

One of the most popular choices to analyse was the phrase ‘great oiled, resilient, striding legs’, mainly because it was in the opening sentence of the given lines, and this worked well for the students who concentrated on the use of ‘oiled’ and suggested the T-Rex was a smoothly functioning machine designed to kill.

The simile ‘pebbled skin like the armour of a terrible warrior’ was frequently selected, with the effect of conveying how this mighty, ruthless soldier had a protective shield that was completely impenetrable, suggesting it was impossible to beat in battle.

There was also successful analysis of ‘great evil god’ from the most able students, who were able to examine the paradox of worshipping and revering an omnipotent, all-powerful being but also being fearful of it. Examiner Report<br>

Question 3<br>

You now need to think about the whole of the source.

This text is from the middle of a short story.

How has the writer structured the text to interest you as a reader?

You could write about:
• what the writer focuses your attention on at the beginning of the source
• how and why the writer changes this focus as the source develops
• any other structural features that interest you.
[8 marks] Question 3 On average people in this class got between 3 marks (just 3.2).<br>

Question 3 Students who did less well (EBI)
Used phrases such as 'at the beginning', 'in the middle' and 'at the end' but then narrated too much of the story, rather than considering not only what is happening where but the reasons why, and how reading about this at this point added to their understanding of the text as a whole.
Some of the less able students dealt only with the opening few lines, even though the question instructs them to ‘think about the whole of the source’. Students need to focus on the whole text in order to explore the development of character or events or themes and achieve Level 3 and above. Positive (WWW)
Increasingly, students have taken on board the demands of Question 3, and most now understand that the key skill, the analysis of structure, is a matter of looking at what happens where and why, and what impact this has on the reader’s understanding of the text as a whole.
There was evidence from this series that students are beginning to recognise structural patterns that are significant to the development of the plot and link them together effectively.<br>

How would we answer this differently the 2nd time around? How can we get out of level 1/2 and into level 3? Question 3 How has the writer structured the text to interest you as a reader? Level Marked on Model Answer On average people in this class got 3 marks.<br>

Question 3 How marks were gained:

Some recognised that the effect of describing the jungle as peaceful and natural at the beginning was a deliberate ploy by the writer to lull the reader into a false sense of security.
Others identified the anticipation created by the sequencing of ‘Suddenly’, followed by ‘Silence’, followed by ‘A sound of thunder’, and that we, as readers, and also the characters, do not find out until the next line that the cause of this is the T-Rex.
Others examined the gradual change in Eckels’ attitude, from the early confidence of boasting about his hunting exploits to being scared when the T-Rex then sees them and increasingly petrified as the source develops.
Better students were able to explain how the writer used description to build up the T-Rex into an unbeatable, invincible machine so that the ending is completely unexpected because no one anticipates that the humans will be the victors.<br>

Question 4<br>

Question 4 On average people in this class got 8 marks.<br>

Question 4 Students who did less well (EBI)
Some students adopted the approach of placing themselves in the action of the text, which was unhelpful. They substituted themselves for the character of Eckels and wrote about what they would do if they encountered a T-Rex. This would be ok if:
If students do this and their evaluation is rooted in the text, then it is obviously relevant e.g. explaining that they would not have run away like Eckels did because that was just being reckless and caused the T-Rex to pay even more attention to the hunters.
However, saying that they would not have run away and instead they would have hidden behind the machine and then ambushed the T-Rex when it went past was not appropriate. This approach does not evaluate the ideas or the methods in the text, and therefore the focus of the question is not being addressed. Positive (WWW)
The key skill for Question 4 is evaluation, both of the ideas in the source in relation to the given statement, and also of the methods used by the writer to convey these ideas. The question was generally answered well across the ability range. Top Tips
It is worth reinforcing that although all evaluations and interpretations can be valid, they must be rooted in the text.<br>

How would we answer this differently the 2nd time around? How can we top of level 2 or level 3? Question 4 A student said, ‘This part of the story, where the men encounter the Tyrannosaurus Rex, shows Eckels is right to panic. The Monster is terrifying!’

To what extent do you agree? Level Marked on Model Answer<br>

Question 4 How each level gained marks:

Level 1
students were able to say that Eckels panicked at the sight of the T-Rex because anybody in that situation would.

Level 2
attempted to evaluate by recognising that Eckels regretted going on the safari when he saw the T-Rex, but they were unable to clarify their reasoning to explain why.

Level 3
Some students achieved Level 3 by linking together the idea that the reader already knew that Eckels was an experienced hunter with someone of his calibre then panicking so badly, thus leading the reader to believe that the T-Rex must have been truly terrifying.
Another typical Level 3 evaluation was in relation to the creature having a ‘stink of raw flesh’, suggesting it had clearly killed before and could kill again, and therefore Eckels had every right to panic.

Other comments
Evaluated the concept of fight or flight, and recognised that Eckels’ flight instinct had come to the fore because he had now seen the T-Rex in real life and was clearly not a match for it.
Others evaluated the idea that Eckels was not right to panic as, ironically, it was this reaction that made the whole group more vulnerable and put them all in danger.<br>

Question 5<br>

Question 5 On average people in this class got:
AO5: 12
AO6: 8 Exactly half marks! Well done.<br>

Question 5 Students who did less well (EBI)
Some of the less able students forgot to describe and listed what they thought the future would be like.
There were also fewer formulaic descriptions this series, possibly due to the nature of the descriptive option, although some students still managed to include a contrived use of senses, describing what they could see, hear and smell the minute they arrived in a different time zone.
Although comma splicing, punctuation of dialogue and the use of apostrophes continue to be matters of concern Positive (WWW)
The quality of responses ranged mostly across Level 2 and Level 3, with very few students in Level 1, although a significant minority did achieve Level 4.
Students are beginning to understand the need to plan their writing, meaning fewer responses were unnecessarily lengthy.
In terms of AO6, schools and colleges continue to emphasise the importance of varying sentence forms and encourage students to use a variety of punctuation.<br>

How would we answer this differently the 2nd time around?
How can we get into level 3? Question 5<br>

Question 5 How marks were gained (1st opinion):

Those who chose the narrative suggested by the picture of Grand Central Station wrote about time travelling to both the past and the future.
Some travelled back in time for specific personal reasons: to reconnect with lost loved ones and friends or to relive important occasions such as attending a prom or a birthday celebration.
Others went back to specific times in history such as the Napoleonic wars, Renaissance Italy or the trenches of WW1.
Some of the futuristic stories contained very clever ideas, for example, a time travelling detective, whose job was to pre-empt major terrorist threats by dashing back and forth through time

Many of the narratives included elements of description – the beams of light, the decorative windows, etc. All suggested by the picture which effectively created an atmospheric backdrop to the narrative plot. How marks were gained (2nd opinion):

The second option of imagining life in 200 years’ time also allowed students to explore and imagine in a creative way.

There were many futuristic scenarios of flying cars, memory implants, virtual teachers, robots and technology taking over the world.
Sometimes students placed themselves in the future and sometimes they imagined different aspects of a futuristic society in a more detached way.
There were some very bleak prophesies: many post-apocalyptic descriptions depicting the end of mankind as we know it, and those who took present society as their starting point and described what life will be like if we continue to make such bad decisions had a ready-made structure to follow.<br>