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href="../../task/480392/paper-2-sample-response-2-the-reader-and-the-god-of-small-things.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 2: Sample Response 2 (The Reader and The God of Small Things) </a></span></li><li class="task"><span><a href="../../task/480393/paper-2-sample-response-3-ghosts-and-the-bluest-eye.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 2: Sample Response 3 (Ghosts and The Bluest Eye) </a></span></li><li class="task"><span><a href="../../task/485698/paper-1-practice-texts-to-go-book-reviews.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1 Practice Texts to Go: Book Reviews </a></span></li><li class="task"><span><a href="../../task/523953/may-2022-paper-1s.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> May 2022 Paper 1s </a></span></li><li class="task"><span><a 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Sample Response 13 (Watches) </a></span></li><li class="task"><span><a href="../../task/523983/paper-1-sample-response-14-aspen-trees.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1: Sample Response 14 (Aspen Trees) </a></span></li><li class="task"><span><a href="../../task/523984/paper-1-specimen-paper-slavery-today.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1: Specimen Paper (Slavery Today) </a></span></li><li class="task"><span><a href="../../task/523985/paper-2-sample-response-4-a-dolls-house-and-the-crucible.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 2: Sample Response 4 (A Doll’s House and The Crucible) </a></span></li></ul></div></div></div></div></div><br><div id="topicsnav" style="margin: 0; padding: 0px;"> <div class="row-fluid accordion-group" style="border: 0px; margin-bottom: 0px;"> <div style="padding: 6px 4px 6px 8px; background: #204a87;"> <a 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">What is it? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44397/what-types-of-questions-will-be-asked.html" title="What types of questions will be asked?">What types of questions will be asked?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44398/how-am-i-graded.html" title="How am I graded?">How am I graded?</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44399/can-i-read-an-example-.html" title="Can I read an example? 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">Do you have a step-by-step process for what to do in the actual exam? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44404/how-do-i-prepare-for-my-paper-2-exam-.html" title="How do I prepare for my Paper 2 exam? ">How do I prepare for my Paper 2 exam? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44405/how-do-i-organize-my-paper-2-.html" title="How do I organize my Paper 2? 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process?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40242/do-you-have-a-checklist-to-help-me-out.html" title="Do you have a checklist to help me out?">Do you have a checklist to help me out?</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../46964/learner-portfolio-.html" title="Learner Portfolio ">Learner Portfolio </a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../46965/more-about-the-learner-portfolio.html" title="More about the Learner Portfolio">More about the Learner Portfolio</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28558/the-course-.html" title="The course ">The course </a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i 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title="Teaching resources">Teaching resources</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28567/concepts-.html" title="Concepts ">Concepts </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28571/identity.html" title="Identity">Identity</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../29029/teaching-resources.html" title="Teaching resources">Teaching resources</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28572/culture.html" title="Culture">Culture</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28573/creativity.html" title="Creativity">Creativity</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28574/communication.html" title="Communication">Communication</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Teaching resources">Teaching resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31252/metoo-gender-and-power-.html" title="#MeToo - Gender and Power ">#MeToo - Gender and Power </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31255/fake-news-.html" title="Fake News ">Fake News </a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28575/perspective.html" title="Perspective">Perspective</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Teaching resources">Teaching resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31253/metoo-gender-and-power-.html" title="#MeToo - Gender and Power ">#MeToo - Gender and Power </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31734/exploring-the-natural-world-an-opinion-columnists-body-of-work-.html" title="Exploring the Natural World – An Opinion Columnist’s Body of Work ">Exploring the Natural World – An Opinion Columnist’s Body of Work </a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28576/transformation.html" title="Transformation">Transformation</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander 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Gatlin)">Paper 1: Sample Response 9 (Justin Gatlin)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../37341/paper-1-sample-response-10-justin-gatlin-.html" title="Paper 1: Sample Response 10 (Justin Gatlin) ">Paper 1: Sample Response 10 (Justin Gatlin) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../37340/paper-1-sample-response-11-justin-gatlin-.html" title="Paper 1: Sample Response 11 (Justin Gatlin) ">Paper 1: Sample Response 11 (Justin Gatlin) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../37339/paper-1-sample-response-12-justin-gatlin-.html" title="Paper 1: Sample Response 12 (Justin Gatlin) ">Paper 1: Sample Response 12 (Justin Gatlin) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523982.html" title="Paper 1: Sample Response 13 (Watches)">Paper 1: Sample Response 13 (Watches)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523983.html" title="Paper 1: Sample Response 14 (Aspen Trees)">Paper 1: Sample Response 14 (Aspen Trees)</a></li></ul></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30237/paper-1-practice-texts-to-go-.html" title="Paper 1: Practice Texts to Go ">Paper 1: Practice Texts to Go </a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28592/paper-2.html" title="Paper 2">Paper 2</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30255/tips-.html" title="Tips ">Tips </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30270/criteria-.html" title="Criteria ">Criteria </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30256/skills-.html" title="Skills ">Skills </a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31697/revising-literary-works-for-paper-2.html" title="Revising Literary Works for Paper 2">Revising Literary Works for Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../30792/connecting-comparing-and-contrasting-in-paper-2.html" title="Connecting, Comparing and Contrasting in Paper 2">Connecting, Comparing and Contrasting in Paper 2</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../46727/resources-for-students.html" title="Resources for Students">Resources for Students</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46723/preparing-for-paper-2.html" title="Preparing for Paper 2">Preparing for Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46724/organizing-and-structuring-paper-2.html" title="Organizing and Structuring Paper 2">Organizing and Structuring Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46722/step-by-step-paper-2-process.html" title="Step-by-Step Paper 2 Process">Step-by-Step Paper 2 Process</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28602/p2-sample-work.html" title="P2 sample work">P2 sample work</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28593/higher-level-essay.html" title="Higher level essay">Higher level essay</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30557/tips.html" title="Tips">Tips</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30273/criteria-.html" title="Criteria ">Criteria </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30272/skills-.html" title="Skills ">Skills </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28606/hle-sample-work.html" title="HLE sample work">HLE sample work</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28594/individual-oral.html" title="Individual oral">Individual oral</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../36433/resources.html" title="Resources">Resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../34550/introducing-the-individual-oral-to-students-a-powerpoint.html" title="Introducing the Individual Oral to Students (a PowerPoint)">Introducing the Individual Oral to Students (a PowerPoint)</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../36435/stages-of-support.html" title="Stages of Support">Stages of Support</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../32623/possible-outlines.html" title="Possible Outlines">Possible Outlines</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../36434/how-to-prepare-for-your-individual-oral.html" title="How to Prepare for Your Individual Oral">How to Prepare for Your Individual Oral</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30559/global-issues.html" title="Global issues">Global issues</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30558/criteria-.html" title="Criteria ">Criteria </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30271/skills-.html" title="Skills ">Skills </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28610/io-sample-work.html" title="IO sample work">IO sample work</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="2021 Individual Orals">2021 Individual Orals</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40184/2021-individual-oral-exemplar-1-brave-new-world-and-sara-rahbar.html" title="2021 Individual Oral: Exemplar 1 (Brave New World and Sara Rahbar)">2021 Individual Oral: Exemplar 1 (Brave New World and Sara Rahbar)</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Pre-2021 Individual Orals">Pre-2021 Individual Orals</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../36777/individual-oral-exemplar-4-macbeth-and-ww1-propaganda-poster.html" title="Individual Oral: Exemplar 4 (Macbeth and WW1 Propaganda Poster)">Individual Oral: Exemplar 4 (Macbeth and WW1 Propaganda Poster)</a></li></ul></ul></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28556/resources-.html" title="Resources ">Resources </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../30276/glossary-of-key-terms-for-language-and-literature.html" title="Glossary of Key Terms for Language and Literature">Glossary of Key Terms for Language and Literature</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30277/-accent.html" title="- Accent">- Accent</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30278/-actual-reader.html" title="- Actual reader">- Actual reader</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30279/-actual-writer-.html" title="- Actual writer ">- Actual writer </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30353/-adjective-.html" title="- Adjective ">- Adjective </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30448/-adverb.html" title="- Adverb">- Adverb</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30449/-alliteration.html" title="- Alliteration">- Alliteration</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30451/-allusion.html" title="- Allusion">- Allusion</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30452/-analogy.html" title="- Analogy">- Analogy</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30454/-anti-advertising-.html" title="- Anti-advertising ">- Anti-advertising </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30455/-antithesis-.html" title="- Antithesis ">- Antithesis </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30457/-appeal-to-authority-.html" title="- Appeal to authority ">- Appeal to authority </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30459/-appeal-to-fear.html" title="- Appeal to fear">- Appeal to fear</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30460/-audience.html" title="- Audience">- Audience</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30462/-bandwagon-effect.html" title="- Bandwagon effect">- Bandwagon effect</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30463/-bias-.html" title="- Bias ">- Bias </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30464/-cacophony-.html" title="- Cacophony ">- Cacophony </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30466/-caesura-.html" title="- Caesura ">- Caesura </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30467/-characterisation-.html" title="- Characterisation ">- Characterisation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30469/-clause-.html" title="- Clause ">- Clause </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30470/-cliche-cliche-.html" title="- Cliché (cliche) ">- Cliché (cliche) </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30471/-coherence.html" title="- Coherence">- Coherence</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30472/-colloquialism.html" title="- Colloquialism">- Colloquialism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30473/-complex-sentence-.html" title="- Complex sentence ">- Complex sentence </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30475/-conflict-in-advertising-.html" title="- Conflict in advertising ">- Conflict in advertising </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30483/-conjunctions-.html" title="- Conjunctions ">- Conjunctions </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30484/-connotation-.html" title="- Connotation ">- Connotation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30476/-context-of-production-.html" title="- Context of production ">- Context of production </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30477/-context-of-reception-.html" title="- Context of reception ">- Context of reception </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30478/-core-vocabulary-.html" title="- Core vocabulary ">- Core vocabulary </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30479/-couplet-.html" title="- Couplet ">- Couplet </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30485/-crowdsourcing-.html" title="- Crowdsourcing ">- Crowdsourcing </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30481/-deictic-.html" title="- Deictic ">- Deictic </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30486/-denotation-.html" title="- Denotation ">- Denotation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30487/-denouement-.html" title="- Denouement ">- Denouement </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30488/-dialect-.html" title="- Dialect ">- Dialect </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30489/-diatribe-.html" title="- Diatribe ">- Diatribe </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30490/-direct-narration-.html" title="- Direct narration ">- Direct narration </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30492/-direct-speech-.html" title="- Direct speech ">- Direct speech </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30493/-dramatic-irony.html" title="- Dramatic Irony">- Dramatic Irony</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30515/-ellipsis.html" title="- Ellipsis">- Ellipsis</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30516/-end-stopped-line-.html" title="- End-stopped line ">- End-stopped line </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30517/-enjambement-.html" title="- Enjambement ">- Enjambement </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30518/-eponymous-.html" title="- Eponymous ">- Eponymous </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30519/-equivocation-.html" title="- Equivocation ">- Equivocation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30520/-ethos-.html" title="- Ethos ">- Ethos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30521/-euphemism.html" title="- Euphemism">- Euphemism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30522/-first-person-point-of-view-.html" title="- First-person point-of-view ">- First-person point-of-view </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30523/-formalism.html" title="- Formalism">- Formalism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30524/-free-indirect-speech-.html" title="- Free indirect speech ">- Free indirect speech </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30527/-free-verse-.html" title="- Free verse ">- Free verse </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30525/-function-.html" title="- Function ">- Function </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30528/-gatekeeper-.html" title="- Gatekeeper ">- Gatekeeper </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30530/-generalizations-.html" title="- Generalizations ">- Generalizations </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30531/-genre-.html" title="- Genre ">- Genre </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30532/-graphology-.html" title="- Graphology ">- Graphology </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30533/-haiku-.html" title="- Haiku ">- Haiku </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30534/-hyperbole-.html" title="- Hyperbole ">- Hyperbole </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30535/-idiolect-.html" title="- Idiolect ">- Idiolect </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30536/-imagery-.html" title="- Imagery ">- Imagery </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30537/-indirect-narration-.html" title="- Indirect narration ">- Indirect narration </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30538/-intertextuality-.html" title="- Intertextuality ">- Intertextuality </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30539/-irony-.html" title="- Irony ">- Irony </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30540/-jargon-.html" title="- Jargon ">- Jargon </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30541/-juxtaposition-.html" title="- Juxtaposition ">- Juxtaposition </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30542/-language-.html" title="- Language ">- Language </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30543/-logos-.html" title="- Logos ">- Logos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30544/-long-tail-marketing-.html" title="- Long tail marketing ">- Long tail marketing </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30545/-mash-up-.html" title="- Mash up ">- Mash up </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30546/-metaphor-.html" title="- Metaphor ">- Metaphor </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30548/-metonymy-.html" title="- Metonymy ">- Metonymy </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30549/-modality-.html" title="- Modality ">- Modality </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30550/-multivocal-.html" title="- Multivocal ">- Multivocal </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30551/-newsworthiness-.html" title="- Newsworthiness ">- Newsworthiness </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30552/-nominalisation-.html" title="- Nominalisation ">- Nominalisation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30553/-notifications-.html" title="- Notifications ">- Notifications </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30554/-noun-phrase-.html" title="- Noun Phrase ">- Noun Phrase </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30555/-onomatopoeia.html" title="- Onomatopoeia">- Onomatopoeia</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30560/-paralanguage-.html" title="- Paralanguage ">- Paralanguage </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30561/-pathos-.html" title="- Pathos ">- Pathos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30562/-pay-per-click-.html" title="- Pay-per-click ">- Pay-per-click </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30563/-personalization-.html" title="- Personalization ">- Personalization </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30564/-personification-.html" title="- Personification ">- Personification </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30565/-phonlogical-.html" title="- Phonlogical ">- Phonlogical </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30566/-phrase.html" title="- Phrase">- Phrase</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30567/-problem-solution-technique-.html" title="- Problem / solution technique ">- Problem / solution technique </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30574/-pun.html" title="- Pun">- Pun</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30579/-reported-speech.html" title="- Reported speech">- Reported speech</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30583/-sensationalism-.html" title="- Sensationalism ">- Sensationalism </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30584/-setting-.html" title="- Setting ">- Setting </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30585/-shock-advertising-.html" title="- Shock advertising ">- Shock advertising </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30586/-simile-.html" title="- Simile ">- Simile </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30588/-slang-.html" title="- Slang ">- Slang </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30590/-slogan-.html" title="- Slogan ">- Slogan </a></li><li class="" style="padding-left: 28px"><i class="expander fa 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style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../16109/wt-sl-hinglish.html" title="WT SL (Hinglish)">WT SL (Hinglish)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../22572/wt-sl-nineteen-eighty-four.html" title="WT SL (Nineteen Eighty-Four)">WT SL (Nineteen Eighty-Four)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../15508/wt-sl-s1-the-bell-jar.html" title="WT SL S1 (The Bell Jar)">WT SL S1 (The Bell Jar)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../9443/wt1-hl-s1-mandela.html" title="WT1 HL S1 (Mandela)">WT1 HL S1 (Mandela)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../8699/wt1-hl-s2-collector.html" title="WT1 HL S2 (Collector)">WT1 HL S2 (Collector)</a></li><li class="" 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style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../11979/wt2-q3-starkey.html" title="WT2 Q3 (Starkey)">WT2 Q3 (Starkey)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../19663/wt2-q3-womens-health.html" title="WT2 Q3 (Women's Health)">WT2 Q3 (Women's Health)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../14009/wt2-q4-clockwork.html" title="WT2 Q4 (Clockwork)">WT2 Q4 (Clockwork)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../13783/wt2-q4-persepolis.html" title="WT2 Q4 (Persepolis)">WT2 Q4 (Persepolis)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../11636/wt2-q5-aclu.html" title="WT2 Q5 (ACLU)">WT2 Q5 (ACLU)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right 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style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../2537/individual-oral-commentary.html" title="Individual oral commentary">Individual oral commentary</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../2891/tips.html" title="Tips">Tips</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../19075/using-technology-to-support-student-learning.html" title="Using Technology to Support Student Learning">Using Technology to Support Student Learning</a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../10033/criteria.html" title="Criteria">Criteria</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../11211/skills.html" title="Skills">Skills</a></li><ul 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<div id="main-column" class="span9"> <article id="paper-1-sample-response-9-justin-gatlin" style="margin-top: 16px;">
<h1 class="section-title">Paper 1: Sample Response 9 (Justin Gatlin)</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../englishalanglit.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Assessment </span><span class="divider">/</span></li><li><span class="gray">Paper 1</span><span class="divider">/</span></li><li><span class="gray">P1 sample work</span><span class="divider">/</span></li><li><span class="gray">Pre-2021 Paper 1s</span><span class="divider">/</span></li><li><span class="active">Paper 1: Sample Response 9 (Justin Gatlin)</span></li></ul>
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<p><a href="../../../ib/englishalanglit/tim2021/post1/running1.jpg"><img class="pop" height="177" src="../../../ib/englishalanglit/tim2021/post1/running1.jpg" style="max-width: 100%; float: right;" width="266"></a> At the time of publishing, the May 2021 Paper 1 exams haven't yet occurred. In other words, while there are some specimen papers out there and we have a sense of what Paper 1 will look like, there hasn't been an actual exam yet. </p><p>We know Paper 1 has changed - and there's no doubt about that fact. What hasn't changed is that students are expected to closely analyze how language and image create meaning. And while perhaps we are flying a bit blind, or we may feel that way at times, in fact, we have the old exams to still support us. </p><p>The "old" exams offer us insight into what the IB has previously asked students to do. We can use them to create our own exams to give to students as the length, appropriateness, difficulty and so on will probably be similar. In that vein, students were tasked with writing a Paper 1 based on an online article from <em>The Sun</em> about Justin Gatlin's 2017 100 meter final win in the World Championships in Athletics. It was one half of a Paper 1 exam from a previous May examination. You can find an online version of the <a href="https://www.thesun.co.uk/sport/athletics/4179736/usain-bolt-justin-gatlin-world-championships/">online article here</a>. Please note that only the first image was used by the IB and for the examination that was set. </p><p>To make it appropriate to the current Paper 1 examination, one guiding question was added to the exam paper. It was: <strong>How does the author use language to characterize Justin Gatlin?</strong> Should the guiding question have only focused on language? Probably not. By omitting it, and just focusing on characterization, the student would have been able to also discuss the image in the text. The problem with creating our own guiding questions is that we just don't know yet what the IB will throw at students. Furthermore, adding "why" or "for what purpose" might also have pushed students even more to get to meaning consistently. </p><p><em>InThinking</em> is publishing four different exemplars of varying quality to help you and your students understand the demands of the assessment. This is the first of those four different student responses to this examination. Three more will follow. This exemplar is very strong. The second exemplar will be good, just not as good as this one. On the top end, it will show students the difference between very good versus excellent. The third and the fourth exemplars will be less developed than the first two. By comparing and contrasting all four, once they are published, students will hopefully begin to see the difference between analysis and description; see the difference between naming a device or author's choice and discussing the effect and purpose of using it; and see the difference between being repetitive and offering new insights into the text. </p><h1>Sample Guided Textual Analysis</h1><div class="blueBg"><p><a href="/media/ib/englishalanglit/tim2021/post1/paper-1-sample-response-7-(justin-gatlin).pdf" target="_blank" title="Graded examples"><img class="ico" src="../../../thinkib/icons/exam.png"> Guided Textual Analysis: Student Response (Justin Gatlin)</a></p><p><strong>Guiding Question: How does the author use language to characterize Justin Gatlin?</strong></p><section class="tib-hiddenbox"><p align="center"><strong>Paper 1: Sample Response (Justin Gatlin)</strong></p><p><strong>Guiding question:</strong> How does the author use language to characterize Justin Gatlin?</p><p> “The Sun’s” online news article titled “Usain Bolt sunk as drugs cheat Justin Gatlin ruins golden goodbye by storming to 100m gold” narrates the events of the 2017 World 100m men’s championship: an event which, much to the dismay of the author and crowd, was won by the American Justin Gatlin. The author informs avid sports fans that this race was meant to be a leaving party for Usain Bolt – thus, an event which was for him to win – but Gatlin effectively ‘gatecrashed’ the event, with the subtext being that he may have cheated in this race too to win. The author charaterises Gatlin as the undesired champion of the 100m final and casts suspicion upon Gatlin’s victory, effectively questioning the legitimacy of the scandalous athlete.</p><p> The author firstly characterizes Justin Gatlin as the undesired winner of the World Championship to epitomize the notion that he imposed himself upon Bolt’s ‘farewell party’ and defied what was perceived to be the entire tenet of the race: an event to pay homage to Usain Bolt. Through the emphatic description of the crowd’s reaction to Gatlin’s victory, the author effectively characterises Gatlin as an unwanted champion. By writing that the crowd was “venting their fury” at Gatlin, the author established a vehement tone, bringing in a very aggressive and anti-Gatlin perspective. “Venting” has very angry and passionate connotations which further emphasises how undesired Gatlin’s victory was: the audience emphatically expressed their dismay at him. Furthermore, the author’s narrow scope of focus on the negative reactions to Gatlin’s victory was unwanted – the author writes that the crowd was “booing” and unrelentingly abused Gatlin with “jeers and abuse.” These words all have very strongly negative connotations, intensifying the anti-Gatlin message that the author is conveying, but what is more interesting regarding the author’s use of language is his use of omission. The author does not focus on any positive reaction – apart from Bolt’s congratulatory message — to Gatlin’s victory, thus influencing the reader and positioning them to also deem Gatlin’s victory as unwanted and unwarranted. The entire audience and the author seem rather disparaging of Gatlin which biases the reader’s understanding of Gatlin, positioning readers to believe he is indeed the undesired victor.</p><p> Not only does the author present Gatlin as an unwanted champion, but the author also characterises him as an intruder through the use of words with aggressive and violent connotations. It’s one thing for someone to defy the expectations of the people, but it’s another thing to purposely and assertively impose yourself on someone’s farewell party. The author paints Gatlin as the latter by essentially characterizing him as an uninvited guest of the race, a “gatecrasher.” The author writes that “Gatlin ruins (Bolt’s) golden goodbye by storming…” in the title of their article which immediately creates a very negative impression of Gatlin through the connotations of “ruins” and “stormed.” Both of these words have deeply negative and infuriating connotations: in the next bolded sentence, the author swaps “ruins” with “shatters” which further characterises Gatlin as a very assertive gatecrasher as not only does “shatters” have largely violent connotations, but also the colloquial use of the word adds meaning to how he intrudes. “Shatters” is often used in relation with “dreams’ and this emphasises how Gatlin effectively destroyed the dreams of both the crowd and Bolt – both of who wanted Bolt to win his farewell race – which further paints him an imposter.</p><p> Furthermore, the title of this article along with the author’s explicit mention of Gatlin’s cheating scandals characterise him as a villain, thus questioning the physical legitimacy of Gatlin’s victory by casting suspicion and reasonable doubt on his win. When Gatlin is introduced to readers in the title, it is not as the winner of even ambiguously as an American, but rather as “drugs cheat Justin Gatlin.” Next, the author, after establishing a basic summary of the 2017 World Championship, dubs Gatlin as an “American doper.” The author repeatedly attempts to define Gatlin a cheating drug-addict to negatively bias the reader’s opinion of the American athlete. This incessant characterisation of Gatlin as a lying cheater reaches the pinnacle in line 24 where the author quotes the crowd screaming “cheat, cheat, cheat” at Gatlin – the athlete’s achievements and incredible feat of defeating Bolt is neglected by the author who instead attempts to cast suspicion upon Gatlin’s victory. It is known that Gatlin was involved in doping scandal in 2005 and this fact is referenced by the author in line three of the article. By consistently referencing and explicitly mentioning Gatlin’s doping scandals, the author attempts to question the physical legitimacy of Gatlin’s victory.</p><p> However, is a victory legitimate when one has followed all the rules and procedures of the sport or when they win the hearts and approval of the audience? The author not only characterises Gatlin as a questionable character, but also as the ‘untrue winner’ who did not capture the hearts of the audience nor the author. Through the author’s heavy use of omission, readers are only exposed to reasons why Bolt lost the race and not why Gatlin won the race. The author writes that Bolt “paid the price” of the mistake he made early on in the race and this is the reason why he “sunk,” not because Gatlin was the better athlete on this day. Even in the title, Gatlin’s achievements are omitted by writing that “Usain Bolt sunk”: this phrase does not even have Gatlin as the object of the sentence! Bolt’s “woeful start” is the only reason presented by the author as to why Gatlin won the race. Thus, the author characterises Gatlin as not only unwanted, but also undeserving. Even after Bolt lost the race, it was him that “took the acclaim of the crowd”: Gatlin was not celebrated because it was perceived that his victory was purely coincidental. The author’s incessant omission of Gatlin’s victory and achievements in both the title and body of their article (i.e. there was not any sign of congratulations nor commendations), the author characterises Gatlin as the undeserving and unloved victor, thus further calling into question Gatlin’s legitimacy.</p><p> In conclusion, Gatlin is characterised as the unwanted, somewhat illegitimate and undeserving champion of the 2017 World Championships, thus undermining the entirety of Gatlin’s achievements. The author positions and influences readers to also be disproving of Gatlin and question or cast suspicion upon the athlete’s victory through the use of connotations, word-choice, omission and other literary devices. “The Sun” is often regarded as analogous to a tabloid so it is important to note that bias is present in this article and much information is withheld: Gatlin’s road to victory following his drug scandal in 2005 and description of how he actually performed in the race is not explained by the author. This article is successful then in its purpose: it forces the reader to question whether Gatlin was a “cheat, cheat, cheat.”</p><p>Word count: 1,150</p></section></div><h2> Teacher's Comments</h2><div class="yellowBg"><p><strong>Criterion A: Understanding and interpretation (5 marks)</strong></p><ul><li>To what extent does the student show an understanding of the text? What inferences can the student reasonably make?</li><li>To what extent does the student support their claims with references to the text?</li></ul><section class="tib-hiddenbox"><p><strong> 5 out of 5</strong>: There is a thorough and perceptive understanding of the literal meaning of the text. The candidate understands what the author is doing and why. It's convincing and insightful with the quotations or evidence from the text effectively supporting the candidate's ideas. </p></section></div><div class="yellowBg"><p><strong>Criterion B: Analysis and evaluation (5 marks)</strong></p><ul><li>How well does the student does the student evaluate the ways in which language and style establish meaning and effect?</li></ul><section class="tib-hiddenbox"><p><strong>4 out of 5</strong>: The biggest issue with this guided textual analysis is not dealing enough with all parts of the text (and/or focusing too much attention on the beginning of the text). How Bolt views Gatlin is missing and while a student doesn't have to do everything, this would have aided in establishing how the author creates meaning. And yet, there is clearly consistent analysis of the author's choices to warrant this mark. </p></section></div><div class="yellowBg"><p><strong>Criterion C: Focus and organisation (5 marks)</strong></p><ul><li>How effectively does the student structure and present their ideas?</li><li>How balanced and focused is the response?</li></ul><section class="tib-hiddenbox"><p><strong> 5 out of 5</strong>: The presentation of ideas is effectively organized and coherent with well-focused analysis. An argument could be made that the student didn't deal with enough of the text, but that was already considered in criterion B. For what the candidate did do, it was effective and well-focused. </p></section></div><div class="yellowBg"><p><strong>Criterion D: Language (5 marks)</strong></p><ul><li>How clear, varied, and accurate is the student’s language?</li><li>To what extent is the student’s choice of register, style, and terminology appropriate?</li></ul><section class="tib-hiddenbox"><p><strong>5 out of 5</strong>: The candidate has a strong command of the language: vocabulary is sophisticated; grammar is accurate; and the voice of the writer is engaged and lively.</p></section></div><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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