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TABLE OF CONTENTS
page
What is PISA? 4
Defining Reading Literacy 6
Reading Literacy 8
Organizing the Domain 10
- Situation 11
- Text 13
- Text Format 14
- Text Type 16
- Aspect 20
Coding and Scoring 27
Example of 2015 Display 31
HOTS 33
What is HOTS? 33
Why HOTS? 35
Application in the Classroom 35
Bloom’s Taxonomy 37
Aligning PISA and HOTS to KBSM 40
Reading Strategies 42
- SQ3R 45
- KWL 47
- 5W’s and an H 48
- 7 Critical Reading Strategies 49
- Question-Answer Relationship (QAR) 51
- Skimming and Scanning 52
- Reading Comprehension Strategies 54
- Active Reading Strategies
 THRILD 57
 PARApicture 58
 PARApoint 60
 QUACK marks 61
 ACID marks 62
 RAP 63
 RECIPROCAL reading 62
 C.H.A.T.T. 63
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 Reciprocal Reading 64
 Chatt 65
PISA Released Items
- Lake Chad 69
- FLU 72
- Graffiti 81
- Labour 87
- MORELAND 94
- Plan International 96
- Police 100
- Warranty 103
- A Just Judge 108
- Runners 112
- In Poor Taste 121
- Bullying 124
- Gift 127
- Amanda and The Duchess 139
- Bees 149
- Personnel 154
- New Rules 157
Source of Publications for Released Items 160
Practice Texts
Text 1 - A Streetcar Named Desire 161
Text 2 - Chronic Traumatic Encephalopathy 165
Text 3 - Forest Fires 168
Text 4 - From Nomad To Farmer 170
Text 5 – Gas Exchange 172
Text 6 – Life is Sweet – The Story of Milton Hershey 174
Text 7 – What’s In Your Cell? 176
Text 8 – Where On Earth Are You? 178
Text 9 – Our Internet Not So Broadband After All 180
Text 10 – Travel Insurance 181
Text 11 – Walking Can Help Creative Thinking 182
Text 12 – Want to Lose Weight? 183
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PISA

What is PISA?

PISA or Programme for International Student Assessment is an initiative by the

Organisation For Economic Co-Operation And Development (OECD) to measure how
far students approaching the end of compulsory education have acquired some of the
knowledge and skills essential for full participation in a knowledge society. PISA surveys
are carried out every three years in a large number of countries that together make up
close to 90% of the world economy. The first PISA survey was carried out in 2000 in 43
countries and focused on Reading Literacy. The next survey which will be in 2015 will
focus on Science Literacy.
PISA is unique because it develops tests which are not directly linked to the
school curriculum. PISA tests students in reading, mathematics and science as well
as measuring a wider range of factors including students’ interests, attitudes and
motivation. The assessment focuses on young people‘s ability to use their knowledge
and skills to meet real-life challenges, rather than merely on the extent to which they
have mastered a specific school curriculum. This approach is called ‘literacy’. The
focus or major domain assessed changes from one test year to another. In PISA 2012,
the focus was on Mathematics, while in 2015 the focus will be Science. Table 1.1 shows
the domains and the major focus for all the PISA tests from years 2000 until 2015.

PISA 2000 PISA 2003 PISA 2006 PISA 2009 PISA 2012 PISA 2015
Reading Reading Reading Reading Reading Reading
Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics
Science Science Science Science Science Science

Table 1.1 Cycles of PISA and the major (in italics) domains of assessment for
each cycle

Malaysian students started taking the PISA test in 2009. The students were
between the ages of 15 years 3 months and 16 years 2 months, and were in Form Four.
They represented 152 secondary schools in Malaysia. These schools were chosen at
random from public and private secondary schools in Malaysia. The selected students
were required to take a two-hour test. The test was a mix of open-ended and multiple-
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choice questions, organised in groups based on a text setting out a real-life situation.
The students took different sets of the test with different combinations of questions.
The results and key findings can be accessed from:
http://www.oecd.org/pisa/keyfindings/pisa-2012.

Our results for the reading literacy survey in 2009 and 2012 are as follows:
Details Mean Score in PISA Mean score in PISA
2009 2012
OECD’s average 493 496
Malaysia’s average 414 398

Table 1.2 PISA reading literacy results

Malaysia’s results are below the OECD average for both years. Hence, there is a
serious need to improve the mean score for PISA reading literacy from 2015 onwards if
the aspiration of Malaysia being in the ‘top third of countries’ are to be achieved
(Malaysian Education Blueprint 2013-2025). Figure 1.1 below shows how Malaysia
fared in PISA 2012 compared to its neighbours.

Figure 1.1 PISA 2012 Scores

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Reading Literacy in PISA

Generally, the objectives of PISA’s reading literacy are as follows:

i. to achieve one’s goals,

ii. to develop one’s knowledge and potential, and
iii. to participate in society.

The following explanation of reading literacy as prescribed by OECD is taken from

PISA 2015 Draft Reading Literacy Framework.
http://www.oecd.org/pisa/pisaproducts/ Draft/PISA/Reading/ Framework.

Defining Reading Literacy

In this section, several terminologies are used in reference to the PISA reading
literacy assessment for 2015. The terminologies are:

1. Mode: this refers only to the delivery channel. The following distinctions are
made:

 Paper-based: items delivered on paper

 Computer-based: items delivered on computer

2. Medium: In 2009 a broad classification was made between features of print

and electronic texts. For 2015, the classification is kept but renamed as ‘Text
Display Space’:

 Fixed-text: is the term for what was previously called ‘print medium
text’. As this type of text is now presented on screen for PISA 2015 the
term ‘print’ no longer covers the phenomenon.

 Dynamic-text: is the term for what was previously called ‘electronic

medium text’. As ‘print-medium’ texts are now also presented on
screen, the term ‘electronic’ would now apply to both text display
spaces, therefore, it has been updated.
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 Digital Reading: The terms ‘digital reading assessment’ and

‘electronic reading’ are retained for historical purposes to refer
specifically to the 2009/2012 optional domain.

The goal of education has shifted its emphasis from the collection and
memorisation of information only, to the inclusion of a broader concept of
knowledge: “The meaning of knowing has shifted from being able to remember
information, to being able to find and use it” (Simon, 1996). The ability to access,
understand and reflect on all kinds of information is essential if individuals are to be
able to participate fully in our knowledge-based society. The PISA framework for
assessing the reading literacy of students towards the end of compulsory education,
therefore, focuses on reading literacy skills that include finding, selecting, interpreting
and evaluating information from the full range of texts associated with situations that
reach beyond the classroom.
The assessment of reading in PISA is not aimed at testing whether or not our 15-
year-old students can read in a technical sense, since comparatively few young adults in
modern societies have no skills in reading.

The PISA definition of reading literacy goes beyond the notion of decoding
information and literal comprehension towards more applied tasks. Reading literacy in
PISA is understanding, using, reflecting on and engaging with written texts, in
order to achieve one’s goals, to develop one’s knowledge and potential, and to
participate in society. It includes understanding texts at a general level, interpreting
them, reflecting on their content and form, in relation to the reader’s own knowledge of
the world, and arguing a point of view in relation to what has been read. This definition
of reading literacy incorporates the PISA emphasis on acquiring skills that will be
relevant throughout life.
To further understand the PISA definition of reading literacy, each part of the
definition is explained further:
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Reading Literacy

The term “reading literacy” is preferred to “reading” because it is likely to convey to a

non-expert audience more precisely what the survey is measuring. “Reading” is often
understood as simply decoding, or even reading aloud, whereas, the intention of this
survey is to measure something broader and deeper. Reading literacy includes a wide
range of cognitive competencies, from basic decoding, to knowledge of words, grammar
and larger linguistic and textual structures and features, to knowledge about the world. It
also includes metacognitive competencies: the awareness of and ability to use a variety
of appropriate strategies when processing texts. Metacognitive competencies are
activated when readers think about, monitor and adjust their reading activity for a
particular goal.
Historically, the term “literacy” referred to a tool used to acquire and
communicate written and printed information. This seems close to the notion that the
term “reading literacy” is intended to express in this study: the active, purposeful and
functional application of reading in a range of situations and for various purposes. PISA
assesses a wide range of students. Some of these students will go on to a university,
possibly to pursue an academic career; some will pursue further studies in preparation
for joining the labour force; and some will enter the workforce directly upon completion
of school education. Regardless of their academic or labour-force aspirations, reading
literacy will be important to their active participation in their community and economic
and personal life.

‘is understanding, using, reflecting on’

The word "understanding" is readily connected with "reading comprehension", a well-
accepted element of reading. The word “using” refers to the notions of application and
function – doing something with what we read. “Reflecting on” is added to
“understanding” and “using” to emphasise the notion that reading is interactive: readers
draw on their own thoughts and experiences when engaging with a text. Of course,
every act of reading requires some reflection, drawing on information from outside the
text. Even at the earliest stages, readers draw on symbolic knowledge to decode a text
and require a knowledge of vocabulary to make meaning. As readers develop their
stores of information, experience and beliefs, they constantly, often unconsciously, test
what they read against outside knowledge, thereby, continually reviewing and revising
their sense of the text. At the same time, incrementally and perhaps imperceptibly,
readers’ reflections on texts may alter their sense of the world. Reflection might also
require readers to consider the content of the text, apply their previous knowledge or
understanding, or think about the structure or form of the text.
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‘and engaging with’

A reading literate person not only has the skills and knowledge to read well, but also
values and uses reading for a variety of purposes. It is, therefore, a goal of education to
cultivate not only proficiency but also engagement in reading. Engagement in this
context implies the motivation to read and is comprised of a cluster of affective and
behavioural characteristics that include an interest in and enjoyment of reading, a sense
of control over what one reads, involvement in the social dimension of reading, and
diverse and frequent reading practices.

‘written texts’
The phrase “written texts” is meant to include all those coherent texts in which language
is used in its graphic form: hand-written, printed and on screen. These texts do not
include aural language artefacts such as voice recordings; nor do they include film, TV,
animated visuals, or pictures without words. They do include visual displays such as
diagrams, pictures, maps, tables, graphs and comic strips, which include some written
language (for example, captions). These visual texts can exist either independently or
they can be embedded in larger texts. “Hand-written texts” are mentioned for
completeness: although they are clearly part of the universe of written texts, they are not
very different from fixed texts (in either paper- or computer-based modes) in structure or
in terms of the processes and reading strategies they require.
Dynamic texts, on the other hand, are distinguishable in a number of respects,
including physical readability; the amount of text visible to the reader at any one time;
the way different parts of a text and different texts are connected with one another
through hypertext links; and consequent upon all these text characteristics, the way that
readers typically engage with dynamic texts. To a much greater extent than with printed
or hand-written texts, readers need to construct their own pathways to complete any
reading activity associated with an electronic text.
Instead of the word “information”, which is used in some other definitions of
reading, the term “texts” was chosen because of its association with written language
and because it more readily connotes literary as well as information-focused reading.

‘in order to achieve one’s goals, to develop one’s knowledge and potential,
and to participate in society’
This phrase is meant to capture the full scope of situations in which reading literacy
plays a role, from private to public, from school to work, from formal education to lifelong
learning and active citizenship. "To achieve" one’s goals and to develop one’s
knowledge and potential” spells out the idea that reading literacy enables the fulfilment
of individual aspirations – both defined ones such as graduating or getting a job, and
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those less defined and less immediate which enrich and extend personal life and lifelong
education. The word “participate” is used because it implies that reading literacy allows
people to contribute to society as well as to meet their own needs: “participating”
includes social, cultural, and political engagement. Literate people, for example, find it
easier to navigate complex institutions such as health systems, government offices and
legal agencies; and they can participate more fully in a democratic society by making
informed decisions when they vote. Participation may also include a critical stance, a
step for personal liberation, emancipation, and empowerment (Linnakylä, 1992;
Lundberg, 1991, 1997; MacCarthey & Raphael, 1989).
More than fifty years ago in his seminal work, Maturity in Reading, Gray wrote of
the “interests, attitudes and skills that enable young people and adults to meet
effectively the reading demands of their current lives” (Gray & Rogers, 1956). The PISA
concept of reading literacy is consistent with Gray’s broad and deep notion of maturity in
reading, while simultaneously embracing the new challenges of reading in the 21st
century. It conceives reading as the foundation for full participation in the economic,
political, communal and cultural life of contemporary society.

Organising the Domain

In this section, a vital element on the organisation and the representation of the domains
that will decide the reading test design will be discussed. PISA does not take into
consideration the many elements of reading literacy when constructing the tests. Only a
selected few which are considered important and detrimental in achieving the objectives
of the tests are taken into consideration when building the test items.

For PISA, the two most important considerations are firstly, to ensure broad
coverage of what students read and for what purposes they read, both in and outside of
school; and secondly, to organise the domain to represent a range of difficulty. The
PISA reading literacy assessment is built on three major task characteristics: situation –
the range of broad contexts or purposes for which reading takes place; text – the range
of material that is read; and aspect – the cognitive approach that determines how
readers engage with a text. All three contribute to ensuring broad coverage of the
domain. In PISA, features of the text and aspect variables (but not of the situation
variable) are also manipulated to influence the difficulty of a task.
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Situation
Situation in PISA was adapted from the Common European Framework of
Reference (CEFR) developed for the Council of Europe (Council of Europe,
1996). The CEFR situation categories were adapted by PISA into the personal,
public, educational and occupational contexts.

Personal
 This category relates to texts that are intended to satisfy an
individual’s personal interests, both practical and intellectual. This
category also includes texts that are intended to maintain or develop
personal connections with other people. It includes personal letters,
fiction, biography, and informational texts that are intended to be read
to satisfy curiosity, as a part of leisure or recreational activities. In the
electronic medium it includes personal e-mails, instant messages,
social media/networking sites and diary-style blogs.

Public
 This category describes the reading of texts that relate to activities
and concerns of the larger society. The category includes official
documents as well as information about public events. In general, the
texts associated with this category assume a more or less
anonymous contact with others; they also, therefore, include forum-
style blogs, news websites and public notices that are encountered
both online and in print.

Educational
 The content of educational texts is usually designed specifically for
the purpose of instruction. Printed text books and interactive learning
software are typical examples of material generated for this kind of
reading. Educational reading normally involves acquiring information
as part of a larger learning task. The materials are often not chosen
by the reader, but instead assigned by an instructor. The model tasks
are those usually identified as “reading to learn” (Sticht, 1975;
Stiggins, 1982).
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Occupational
 A typical occupational reading task is one that involves the
accomplishment of some immediate task. It might include searching
for a job, either in a print newspaper’s classified advertisement
section, or on line; or following workplace directions. The model tasks
of this type are often referred to as “reading to do” (Sticht, 1975;
Stiggins, 1982). Texts written for these purposes, and the tasks
based on them, are classified as occupational in PISA. While only
some of the 15-year-olds who are assessed will currently have to
read at work, it is important to include tasks based on texts that are
related to work since the assessment of young people’s readiness for
life beyond compulsory schooling and their ability to use their
knowledge and skills to meet real-life challenges is a fundamental
goal of PISA.

Situation is used in PISA reading literacy to define texts and their associated
tasks, and refers to the contexts and uses for which the author constructed the text. The
manner in which the situation variable is specified is therefore, about supposed
audience and purpose, and is not simply based on the place where the reading activity
is carried out. Many texts used in classrooms are not specifically designed for classroom
use. It should be noted that the four categories overlap. In practice, for example, a text
may be intended both to delight and to instruct (personal and educational); or to provide
professional advice which is also general information (occupational and public).
One obvious way to distribute the reading literacy tasks in the assessment would
be to do so evenly across the four situations. The following table shows the approximate
distribution of tasks by situation for reading tasks in 2015.

Situation % of total tasks

Personal 30
Educational 25
Occupational 15
Public 30
TOTAL 100

Table 1.3 Target distributions of tasks by situation for PISA 2015

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Text

Reading requires material for the reader to read. In an assessment, that material
– a text (or a set of texts) related to a particular task – must be coherent within
itself. That is, the text must be able to stand alone without requiring additional
material to make sense to the proficient reader. While it is obvious that there are
many different kinds of texts and that any assessment should include a broad
range, it is not so obvious that there is an ideal categorisation of kinds of texts.
The addition of electronic reading in the 2009 framework made this issue more
complex. For PISA, there were four main classifications:

1. Medium/Text Display space: print and electronic

2. Environment: authored and message-based

3. Text format: continuous, non-continuous, mixed and

multiple

4. Text type: description, narration, exposition,

argumentation, instruction and transaction

 Medium/ Text Display Space

The classification of medium – print and electronic – was applied to each
text as the broadest distinction. For 2015 the reading literacy assessment will
make use of print only, albeit presented on computer. For clarity, these are now
referred to as fixed and dynamic texts under the heading text display space.
However, dynamic texts will not be part of the PISA 2015 assessment since
reading is a minor domain. For PISA 2015, the term ‘text display space’ is used
instead of ‘medium’ to describe the features of the space - fixed or dynamic - and
not the mode in which the text is presented.
Fixed texts usually appear on paper in forms such as single sheets,
brochures, magazines and books but tend to appear more and more onscreen in
PDFs and e-readers. The physical status of the printed text encourages (though
it may not compel) the reader to approach the content of the text in a particular
sequence. In essence, such texts have a fixed or static existence. Moreover, in
real life and in the assessment context, the extent or amount of the text is
immediately visible to the reader.
Dynamic texts only appear onscreen. Dynamic text is synonymous with
hypertext: a text or texts with navigation tools and features that make possible
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and indeed even require non-sequential reading. Each reader constructs a

“customised” text from the information encountered at the links he or she follows.
In essence, such texts have an unfixed, dynamic existence. In dynamic texts,
typically only a fraction of the available text can be seen at any one time, and
often the extent of text available is unknown.

 Environment
The environment classification was a new variable for the PISA 2009
reading framework. In PISA it applies only to dynamic texts and will therefore not
be discussed in the 2015 PISA framework.

 Text Format
An important classification of texts, and one at the heart of the
organisation of the PISA framework and assessment, is the distinction between
continuous and non-continuous texts. Continuous texts are typically composed
of sentences that are, in turn, organised into paragraphs. These may fit into even
larger structures such as sections, chapters, and books. Non-continuous texts
are most frequently organised in matrix format, based on combinations of lists.
Texts in continuous and non-continuous format appear in both fixed and dynamic
texts. Mixed and multiple format texts are also prevalent in both, particularly so in
dynamic texts. Each of these four formats is elaborated below.
Other non-text formatted objects are also commonly used in conjunction
with fixed and particularly with dynamic texts. Pictures and graphic images occur
frequently in fixed texts and can legitimately be regarded as integral to such
texts. Static images as well as videos, animations and audio files regularly
accompany dynamic texts and can be regarded as integral to those texts.

 Continuous Texts

Continuous texts are formed by sentences organised into

paragraphs. Examples of text objects in continuous text format include
newspaper reports, essays, novels, short stories, reviews and letters,
including on kindle and other e-book readers.
Graphically or visually, organisation occurs by the separation of
parts of the text into paragraphs, by paragraph indentation, and by the
breakdown of text into a hierarchy signalled by headings that help
readers to recognise the organisation of the text.
These markers also provide clues to text boundaries (showing
section completion, for example). The location of information is often
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facilitated by the use of different font sizes, font types such as italic and
boldface, or borders and patterns. The use of format clues is an essential
sub-skill of effective reading.
Discourse markers also provide organisational information.
Sequence markers (first, second, third, etc.), for example, signal the
relation of each of the units introduced to each other and indicate how the
units relate to the larger surrounding text. Causal connectors (therefore,
for this reason, since, etc.) signify cause-effect relationships between
parts of a text.

 Non-continuous Texts
Non-continuous texts, also known as documents, are organised
differently to continuous texts, and therefore require a different kind of
reading approach.
Some are single, simple lists, but most consist of several simple
lists combined. This analysis of non-continuous texts does not refer to
their use or employ the common labels often attached to them, but does
identify key structural features that are common to a number of different
texts. Readers who understand the structure of texts are better able to
identify the relationships between the elements and understand which
texts are similar and which are different.
Examples of non-continuous text objects are lists, tables, graphs,
diagrams, advertisements, schedules, catalogues, indexes and forms.
These text objects occur in both fixed and dynamic texts.

 Mixed Texts
Many fixed and dynamic texts are single, coherent objects
consisting of a set of elements in both a continuous and non-continuous
format. In well-constructed mixed texts the components (for example, a
prose explanation including a graph or table) are mutually supportive
through coherence and cohesion links at the local and global level.
Mixed text is a common format in magazines, reference books
and reports, where authors employ a variety of presentations to
communicate information. In dynamic texts authored web pages are
typically mixed texts, with combinations of lists, paragraphs of prose and
often graphics. Message-based texts such as online forms, e-mail
messages and forums also combine texts that are continuous and non-
continuous in format.
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 Multiple Texts

For the purposes of the PISA reading framework multiple texts

are defined as those which have been generated independently, and
make sense independently; they are juxtaposed for a particular occasion
or may be loosely linked together for the purposes of the assessment.
The relationship between the texts may not be obvious; they may be
complementary or may contradict one another.

For example, a set of websites from different companies providing

travel advice may or may not provide similar directions to tourists.
Multiple texts may have a single “pure” format (for example, continuous),
or may include both continuous and non-continuous texts.

Text format % of total tasks

print
Continuous 60
Non-continuous 30
Mixed 5
Multiple 5
TOTAL 100

Table 1.4 Distribution of tasks by text format for PISA 2015

 Text Type
A different categorisation of text is by text type: description, narration,
exposition, argumentation, instruction and transaction. In previous versions of
the reading framework, these text types were located as subcategories of the
continuous text format. In the PISA 2009 cycle it was acknowledged that non-
continuous texts (and the elements of mixed and multiple texts) also have a
descriptive, narrative, expository, argumentative or instructional purpose.
Texts as they are found in the world typically resist categorisation, as
they are usually not written with text type rules in mind, and tend to cut across
categories. For example, a chapter in a textbook might include some definitions
(exposition), some directions on how to solve particular problems (instruction), a
brief historical account of the discovery of the solution (narration), and
descriptions of some typical objects involved in the solution (description).
Nevertheless, in an assessment like PISA it is useful to categorise texts
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according to the text type, based on the predominant characteristics of the text,
in order to ensure that the instrument samples across a range of texts that
represent different types of reading. The following classification of texts used in
PISA is adapted from the work of Werlich (1976).

 Description
Description is the type of text where the information refers to properties of
objects in space. The typical questions that descriptive texts provide an
answer to are what questions. Descriptions can take several forms.
Impressionistic descriptions present information from the point of view of
subjective impressions of relations, qualities, and directions in space.
Technical descriptions present information from the point of view of
objective observation in space. Frequently, technical descriptions use
non-continuous text formats such as diagrams and illustrations.
Examples of text objects in the text type category description are a
depiction of a particular place in a travelogue or diary, a catalogue, a
geographical map, an online flight schedule or a description of a feature,
function or process in a technical manual.

 Narration
Narration is the type of text where the information refers to properties of
objects in time. Narration typically answers questions relating to when, or
in what sequence. Why characters in stories behave as they do is
another important question that narration typically answers.
Narration can take different forms. Narratives present change
from the point of view of subjective selection and emphasis, recording
actions and events from the point of view of subjective impressions in
time. Reports present change from the point of view of an objective
situational frame, recording actions and events which can be verified by
others. News stories intend to enable the readers to form their own
independent opinion of facts and events without being influenced by the
reporter’s references to his own views. Examples of text objects in the
text type category narration are a novel, a short story, a play, a
biography, a comic strip, and a newspaper report of an event.

 Exposition
Exposition is the type of text in which the information is presented as
composite concepts or mental constructs, or those elements into which
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concepts or mental constructs can be analysed. The text provides an

explanation of how the different elements interrelate in a meaningful
whole and often answers questions about how. Expositions can take
various forms. Expository essays provide a simple explanation of
concepts, mental constructs, or conceptions from a subjective point of
view. Definitions explain how terms or names are interrelated with mental
concepts. In showing these interrelations, the definition explains the
meaning of words.
Explications are a form of analytic exposition used to explain how
a mental concept can be linked with words or terms. The concept is
treated as a composite whole which can be understood by being broken
down into constituent elements and their interrelations with each being
given a name. Summaries are a form of synthetic exposition used to
explain and communicate texts in a shorter form than the original text
requires. Minutes are a record of the results of meetings or presentations.
Text interpretations are a form of both analytic and synthetic
exposition used to explain the abstract concepts which are realised in a
particular (fictional or non-fictional) text or group of texts. Examples of
text objects in the text type category exposition are a scholarly essay, a
diagram showing a model of memory, a graph of population trends, a
concept map and an entry in an online encyclopaedia.

 Argumentation
Argumentation is the type of text that presents the relationship among
concepts or propositions. Argument texts often answer why questions. An
important sub classification of argument texts is persuasive and
opinionative texts, referring to opinions and points of view. Comment
relates the concepts of events, objects, and ideas to a private system of
thoughts, values, and beliefs. Scientific argumentation relates concepts
of events, objects, and ideas to systems of thought and knowledge so
that the resulting propositions can be verified as valid or non-valid.
Examples of text objects in the text type category argumentation are a
letter to the editor, a poster advertisement, the posts in an online forum
and a web-based review of a book or film.
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 Instruction
Instruction (sometimes called injunction) is the type of text that provides
directions on what to do. Instructions present directions for certain
behaviours in order to complete a task. Rules, regulations, and statutes
specify requirements for certain behaviours based on impersonal
authority, such as practical validity or public authority. Examples of text
objects in the text type category instruction are a recipe, a series of
diagrams showing a procedure for giving first aid, and guidelines for
operating digital software.

 Transaction
Transaction represents the kind of text that aims to achieve a specific
purpose outlined in the text, such as requesting that something is done,
organising a meeting or making a social engagement with a friend.
Before the spread of electronic communication, this kind of text was a
significant component of some kinds of letters and, as an oral exchange,
the principal purpose of many phone calls. This text type was not
included in Werlich’s (1976) categorisation, used until now for the PISA
framework.
The term transactional is used in PISA not to describe the general
process of extracting meaning from texts (as in reader-response theory),
but the type of text written for the kinds of purposes described here.
Transactional texts are often personal in nature, rather than public, and
this may help to explain why they do not appear to be represented in
some of the corpora used to develop many text typologies. For example,
this kind of text is not commonly found on websites, which are frequently
the subject of corpus linguistics studies (for example, Santini, 2006).
With the extreme ease of personal communication using e-mail,
text messages, blogs and social networking websites, this kind of text
has become much more significant as a reading text type in recent years.
Transactional texts often build on common and possibly private
understandings between communicators – though clearly, this feature is
difficult to explore in a large-scale assessment. Examples of text objects
in the text type transaction are everyday e-mail and text message
exchanges between colleagues or friends that request and confirm
arrangements.
 20

 Aspect
Aspects are the mental strategies, approaches or purposes that readers
use to negotiate their way into, around and between texts. Five aspects guided
the development of the reading literacy assessment tasks:

• retrieving information
• forming a broad understanding
• developing an interpretation
• reflecting on and evaluating the content of a text
• reflecting on and evaluating the form of a text

As it was not possible to include sufficient items in the 2000 or 2009 PISA
assessment to report on each of the five aspects as a separate subscale, for
reporting on reading literacy these five aspects were organised into three broad
aspect categories:
 access and retrieve
 integrate and interpret
 reflect and evaluate

Retrieving information tasks, which focus the reader on separate pieces

of information within the text, are assigned to the access and retrieve scale.
Forming a broad understanding and developing an interpretation tasks focus
the reader on relationships within a text. Tasks that focus on the whole text
require readers to form a broad understanding; tasks that focus on relationships
between parts of the text require developing an interpretation. The two are
grouped together under integrate and interpret.
Tasks addressing the last two aspects, reflecting on the content of a text
and reflecting on the form of a text, are grouped together into a single reflect and
evaluate aspect category. Both require the reader to draw primarily on
knowledge outside the text and relate it to what is being read. Reflecting on
content tasks are concerned with the notional substance of a text; reflecting on
form tasks are concerned with its structure or formal features. The broad aspects
in PISA are further elaborated.
 21

Figure 1.2. Relationship between the reading framework and the aspect
subscales

 Access and retrieve

Accessing and retrieving involves going to the information space
provided and navigating in that space to locate and retrieve one or more
distinct pieces of information. Access and retrieve tasks can range from
locating the details required by an employer from a job advertisement, to
finding a telephone number with several prefix codes, to finding a particular
fact to support or disprove a claim someone has made.
In daily life, readers often need to retrieve information. To do so, readers
must scan, search for, locate and select relevant information from some
information space (for example, a page of continuous text, a table or a list of
information). The required information is most frequently found in a single
location, though in some cases the information may be in two or more
sentences, in several cells of a table or in different parts of a list.
In assessment tasks that call for retrieving information, students must
match information given in the question with either identically worded or
synonymous information in the text and use this to find the new information
called for. In these tasks, retrieving information is based on the text itself and
on explicit information included in it. Retrieving tasks require the student to
find information based on requirements or features explicitly specified in
questions. The student has to detect or identify one or more essential
elements of a question, such as characters, place/time and setting, and then
to search for a match that may be literal or synonymous.
 22

Retrieving tasks can involve various degrees of ambiguity. For example,

the student may be required to select explicit information, such as an
indication of time or place in a text or table. A more difficult version of this
same type of task might involve finding synonymous information. This
sometimes involves categorisation skills, or it may require discriminating
between two similar pieces of information. Different levels of proficiency can
be measured by systematically varying the elements that contribute to the
difficulty of the task.
While retrieving describes the process of selecting the required
information, accessing describes the process of getting to the place, the
information space, where the required information is located. Some items
may require retrieving information only, especially in fixed-texts where the
information is immediately visible and where the reader only has to select
what is appropriate in a clearly specified information space. On the other
hand, some items in the dynamic space require little more than accessing:
for example, clicking on an embedded link to open a web page (in a very
limited information space), or clicking to select an item in a list of search
results.
However, only the former processes are involved in the access and
retrieve tasks in PISA 2015 as the Digital Reading Assessment is not offered
as an international option. Such access and retrieve items in the fixed-text
display space might require readers to use navigation features such as
headings or captions to find their way to the appropriate section of the text
before locating the relevant information. The process of accessing and
retrieving information involves skills associated with selecting, collecting and
retrieving information.

 Integrate and interpret

Integrating and interpreting involves processing what is read to make
internal sense of a text. Integrating focuses on demonstrating an
understanding of the coherence of the text. It can range from recognising
local coherence between adjacent sentences, to understanding the
relationship between several paragraphs, to recognising connections across
multiple texts. In each case, integrating involves connecting various pieces of
information to make meaning, be it identifying similarities and differences,
making comparisons of degree, or understanding cause and effect
relationships.
 23

In the fixed-text display space, information might be located in a single

paragraph, across different paragraphs or sections of text, or across two or
more texts. In the dynamic-text display space, integration can be more
complex.
Interpreting refers to the process of making meaning from something that
is not stated. It may involve recognising a relationship that is not explicit or it
may be required at a more local level to infer (to deduce from evidence and
reasoning) the connotation of a phrase or a sentence. When interpreting, a
reader is identifying the underlying assumptions or implications of part or all
of the text. A wide variety of cognitive activities is included in this approach.
For example, a task may involve inferring the connection between one part of
the text and another, processing the text to form a summary of the main
ideas, requiring an inference about the distinction between principal and
subordinate elements, or finding a specific instance in the text of something
earlier described in general terms.
Both interpreting and integrating are required to form a broad
understanding. A reader must consider the text as a whole or in a broad
perspective. Students may demonstrate initial understanding by identifying
the main topic or message or by identifying the general purpose or use of the
text. Examples include tasks that require the reader to select or create a title
or assumption for the text, explain the order of simple instructions, or identify
the main dimensions of a graph or a table. Others include tasks that require
the student to describe the main character or setting of a story, to identify a
theme of a literary text, or explain the purpose or use of a map or figure.
Within this aspect some tasks might require the student to identify a
specific piece of text, when a theme or main idea is explicitly stated. Other
tasks may require the student to focus on more than one part of the text – for
instance, if the reader has to deduce the theme from the repetition of a
particular category of information. Selecting the main idea implies
establishing a hierarchy among ideas and choosing the one that is most
general and overarching. Such a task indicates whether the student can
distinguish between key ideas and minor details, or can recognise the main
theme in a sentence or title.
Both interpreting and integrating are also involved in developing an
interpretation, which requires readers to extend their initial broad impressions
so that they develop a deeper, more specific or more complete
understanding of what they have read. Many tasks in this category call for
logical understanding: readers must process the organisation of information
 24

in the text. To do so, readers must demonstrate their understanding of

cohesion even if they cannot explicitly state what cohesion is. In some
instances, developing an interpretation may require the reader to process a
sequence of just two sentences relying on local cohesion. This might even
be facilitated by the presence of cohesive markers, such as the use of “first”
and “second” to indicate a sequence. In more difficult instances (for example,
to indicate relations of cause and effect), there might not be any explicit
markings.
Other tasks include comparing and contrasting information, and
identifying and listing supporting evidence. Compare and contrast tasks
require the student to draw together two or more pieces of information from
the text. In order to process either explicit or implicit information from one or
more sources in such tasks, the reader must often infer an intended
relationship or category.
As well as these integrative tasks, developing an interpretation tasks may
involve drawing an inference from a more localised context: for example,
interpreting the meaning of a word or phrase that gives a particular nuance to
the text. This process of comprehension is also assessed in tasks that
require the student to make inferences about the author’s intention, and to
identify the evidence used to infer that intention.
As mentioned above, interpreting signifies the process of making
meaning from something that is not explicitly stated. In recognising or
identifying a relationship that is not explicit, an act of interpretation is
required: thus interpretation is perhaps always involved somewhere in the
process of integration as described above. The relationship between the
processes of integration and interpretation may therefore be seen as intimate
and interactive. Integrating involves first inferring a relationship within the text
(a kind of interpretation), and then bringing pieces of information together,
therefore allowing an interpretation to be made that forms a new integrated
whole.

 Reflect and evaluate

Reflecting and evaluating involves drawing upon knowledge, ideas or
attitudes beyond the text in order to relate the information provided within the
text to one’s own conceptual and experiential frames of reference.
Reflect items may be thought of as those that require readers to consult
their own experience or knowledge to compare, contrast or hypothesise.
 25

Evaluate items are those that ask readers to make a judgement drawing on
standards beyond the text.
Reflecting on and evaluating the content of a text requires the reader to
connect information in a text to knowledge from outside sources. Readers
must also assess the claims made in the text against their own knowledge of
the world. Often readers are asked to articulate and defend their own points
of view. To do so, readers must be able to develop an understanding of what
is said and intended in a text. They must then test that mental representation
against what they know and believe on the basis of either prior information,
or information found in other texts. Readers must call on supporting evidence
from within the text and contrast it with other sources of information, using
both general and specific knowledge as well as the ability to reason
abstractly.
Assessment tasks representing this category of processing include
providing evidence or arguments from outside the text, assessing the
relevance of particular pieces of information or evidence, or drawing
comparisons with moral or aesthetic rules (standards). The task might
require a student to offer or identify alternative pieces of information to
strengthen an author’s argument, or evaluate the sufficiency of the evidence
or information provided in the text.
The outside knowledge to which textual information is to be connected
may come from the student’s own knowledge or from ideas explicitly
provided in the question. In the PISA context, any outside knowledge
required is intended to be within the expected range of 15-year-olds’
experiences. For example, it is assumed that 15-year-olds are likely to be
familiar with the experience of going to the movies, a context that is drawn
upon in the items related to the stimulus.
Reflecting on and evaluating the form of a text requires readers to stand
apart from the text, to consider it objectively and to evaluate its quality and
appropriateness. Implicit knowledge of text structure, the style typical of
different kinds of texts and register play an important role in these tasks.
These features, which form the basis of an author’s craft, figure strongly in
understanding standards inherent in tasks of this nature. Evaluating how
successful an author is in portraying some characteristic or persuading a
reader depends not only on substantive knowledge but also on the ability to
detect subtleties in language – for example, understanding when the choice
of an adjective might influence interpretation.
 26

Some examples of assessment tasks characteristic of reflecting on and

evaluating the form of a text include determining the usefulness of a
particular text for a specified purpose and evaluating an author’s use of
particular textual features in accomplishing a particular goal. The student
may also be called upon to describe or comment on the author’s use of style
and to identify the author’s purpose and attitude.
To some extent every critical judgment requires the reader to consult his
or her own experience; some kinds of reflection, on the other hand, do not
require evaluation (for example, comparing personal experience with
something described in a text). Thus evaluation might be seen as a subset of
reflection.
The three broad aspects defined for PISA reading literacy are not
conceived of as entirely separate and independent, but rather as interrelated
and interdependent. Indeed from a cognitive processing perspective they can
be considered semi-hierarchical: it is not possible to interpret or integrate
information without having first retrieved it and it is not possible to reflect on
or evaluate information without having made some sort of interpretation.
Given that the aspects are rarely if ever entirely separable, the
assignment of a task to an aspect is often a matter of fine discrimination that
involves judgements about the salient (most important) features of the task,
and about the predicted typical approach to it. The following figure
represents the way the aspects will be made operational in different tasks, in
PISA 2015. The boxes around aspect names represent the emphasis of the
task, while the presence of the other aspects at each task point acknowledge
that all the aspects (as cognitive processes) are likely to play some role in
each task.
In order to maintain trend and represent the balance of the aspects
applicable in the assessment environment, the distribution by aspect across
the assessment remains similar to that of PISA 2009. The target distribution
of tasks by aspect is shown in the following table.
 27

Aspect % of total tasks

print
Access and retrieve 25
Integrate and interpret 50
Reflect and evaluate 25
Total 100
Table 1.5 Approximate distributions of tasks by aspect for PISA 2015

The following table provides a summary of the domains in PISA.

Situation Text Text Type Aspect

Format
Personal Continuous Description Access and
Retrieve
Public Non- Narration Integrate and
Interpret
continuous
Educational Mixed Exposition Reflect and
Evaluate
Occupational Multiple Argumentation
Instruction
Transaction

Table 1.6. A Summary of the PISA Domain

Coding and Scoring

The PISA Reading instrument comprises several different types of items,

including multiple-choice items, short constructed-response items and items that require
more extended responses. Responses to multiple-choice items and some short
constructed-response items will be automatically recorded into the system.
Responses to most short-response and to all extended-response items need to be
coded by experts. Codes are applied to test items, either by a more or less automated
process of capturing the alternative chosen by the student for a multiple choice answer,
or by a human judge (expert coder) selecting a code that best captures the kind of
 28

response given by a student to an item that requires a constructed response. The code,
of either type, is then converted to a score for the item. Scoring is relatively simple with
multiple-choice items or other closed response format items such as selecting an item
from a list: the student has either chosen the designated correct answer or not, so the
item is scored as 1 or 0 respectively.
Spelling and grammar mistakes should be ignored unless they seriously
obscure meaning. The PISA Reading assessment is not a test of written expression.
Minor mistakes in transcription of numbers should also be ignored, unless otherwise
specified in an individual item’s coding guide.
Although the coding descriptions and examples are intended to minimise
subjectivity, coders will inevitably have to exercise some judgement in determining the
boundaries between codes and the limitations of what constitutes a particular code. As a
general principle, judgement should be based on the coder’s best assessment of
whether the student is able to answer the question. Coders should avoid applying a
deficit model that is, deducting “points” for anything that falls short of a perfect answer.

Note that the terms “full credit”, “partial credit” and “no credit” are used instead
of “correct” and “incorrect” responses. There are two main reasons for adopting these
terms. First, some questions do not have “correct” answers. Rather, responses are
graded based on the degree to which students demonstrate an understanding of the text
or topic in question. Secondly, “full credit” responses do not necessarily include only
fully correct, or perfect, responses. In general, “full credit”, “partial credit” and “no credit”
sections divide students’ responses into three groups in terms of the extent to which
students demonstrate ability to answer the question.
Partial-credit models allow for more complex scoring of constructed response
items. Some answers, even though incomplete, are better than others. Given that
incomplete answers indicate a higher level of reading literacy than inaccurate or
incorrect answers, they receive partial credit. Such items are then scored polytomously
– that is, there is a full credit score, one or more partial credit scores, and a no credit
score. Psychometric models for such polytomous scoring are well established and in
some ways are preferable to dichotomous scoring (full credit or no credit), as they use
more of the information in the responses. Interpretation of polytomous scoring is more
complex, however, as each task will have several locations on the difficulty scale: one
for the full-credit answer and others for each of the partial-credit answers. Partial-credit
scoring is used for some of the more complex constructed response items in PISA.
There is a great range of constructed response tasks. Some require little
judgement on the coder’s part; these include tasks that ask the reader to simply mark
parts of the text to indicate an answer or to list a few words. Such tasks may be
considered for computer-coding. Others require considerable judgement on the part of
 29

coders, as for example when the reader is asked to explain the main idea of a text in his
or her own words. Such tasks will remain human-coded for PISA 2015.

Some of the ‘frequently asked questions’ while coding;

 Response is given in a format other than the one asked for.

In these cases the coder should consider whether the student has understood
the substance of the question and demonstrated ability to answer the question.
Some examples of such responses and how to deal with them are outlined
below
 Numbered lines or boxes are provided for separate parts of a response, but
the student writes or types more than one (correct) element on one line or in
one box.
In this case, the coder should ignore the arrangement of the information. Each
element of the response should be considered separately, regardless of how it
is positioned on the lines or in the boxes
 Response contains more than was asked for, or is partially “correct” but with
additional elements.
First, consider whether or not the elements in the response contradict one
another.
 Contradictory elements
If all elements of a response are answers to the question asked, they should be
considered relevant. However, if some elements are correct and some are
incorrect, then we have a contradiction.
If part of the answer would be eligible for full or partial credit, but is preceded or
followed by elements that contradict the “correct” part, choose Code 0. For
example, if a numerical answer is required, a response that provides two
different numbers is considered self-contradictory and should therefore be
coded 0.

 Non-contradictory elements
If the elements of the response do not contradict one another, consider whether
the elements are drawn from a restricted or a wide pool of possibilities.

 Response is given in a format other than the one asked for.

In these cases the coder should consider whether the student has understood
the substance of the question and demonstrated ability to answer the question.
Some examples of such responses and how to deal with them are outlined
below.
 30

 Special Codes

 Code 0 (or 0x)

Code 0 (or codes beginning with 0 if double-digit coding applies to the item) is
used for responses where there is any evidence that the student has made an
unsuccessful attempt to answer the question. Use it as specified for each item.
**Note that the category “Other responses” under Code 0 (or 0x for double-digit
coding) accommodates responses including:
i. A response such as “I don’t know”, “this question is too hard”, “ran out of
time”, a question mark or a dash (—);
ii. A response that is clearly not a serious attempt. Examples of this kind of
response include jokes, swearing, names of pop stars and negative
comments about the test.
 Code 9 (or 99 for double-digit codes)
This code is labelled “Missing” in the body of the Coding Guide. It is reserved
for those cases where a student has apparently not attempted a question. A
blank space should receive a Code 9 (or 99). Note that answers such as “I
don’t know” and “ran out of time” should be given Code 0 (or a code with first
digit 0 for double-digit coding).

 Not Applicable Codes

This code is used if a question cannot be seen by the student (due to a printing
or technical problem) so that it was not possible for the student to answer it. For
example, there may be a photocopy or printing error so that the question is not
legible. For the computer-based version of an item, a student might type in
“couldn’t answer because the article didn’t display” or there may be a problem
with the response file such that the coder cannot read what was entered. In
this case, please write the Not Applicable Code next to the item (PB) or select it
in the online coding system. If the item is a one-digit code item, the Not
Applicable Code is "7". If the item is a two-digit code item, the Not Applicable
Code is "97". The Not Applicable Code will only be used on rare occasions, if at
all.

 General Approaches

Remember that Code 0 DOES NOT mean that the student got nothing correct,
and the Full Credit code DOES NOT mean the response is perfect or nearly
perfect. Within each category there could still be variation in the quality of
responses.
 31

Decisions about the actual score allocated to each code are made later when
the data is analysed. For example, coding categories can be combined into a
single scoring category if we find no difference in the average ability of students
in the coding categories.

Example of an Item and How They May Be

Displayed in PISA 2015

Macondo
Dazzled by so many and such marvellous inventions, the people of Macondo did
not know where their amazement began. They stayed up all night looking at the pale
electric bulbs fed by the plant that Aureliano Triste had brought back when the train
made its second trip, and it took time and effort for them to grow accustomed to its
obsessive toom-toom. They became indignant over the living images that the
prosperous merchant Don Bruno Crespi projected in the theatre with the lion-head ticket
windows, for a character who had died and was buried in one film, and for whose
misfortune tears of affliction had been shed, would reappear alive and transformed into
an Arab in the next one. The audience, who paid two centavos a piece to share the
difficulties of the actors, would not tolerate that outlandish fraud and they broke up the
seats.
The mayor, at the urging of Don Bruno Crespi, explained by means of a
proclamation that the cinema was a machine of illusions that did not merit the emotional
outburst of the audience. With that discouraging explanation many felt that they had
been the victims of some new and showy gypsy business and they decided not to return
to the movies, considering that they already had too many troubles of their own to weep
over the acted-out misfortunes of imaginary beings.
Macondo is a piece of prose from the novel One Hundred Years of Solitude by the
Colombian author Gabriel Garcia Márquez. It is classified as belonging to the personal
situation because it was written for readers’ interest and pleasure. The Macondo unit in
PISA is introduced with a brief paragraph to orientate the reader: “The passage on the
opposite page is from a novel. In this part of the story, the railway and electricity have
just been introduced to the fictional town of Macondo, and the first cinema has opened.”
The people’s reaction to the cinema is the focus of the passage.
While the historical and geographical setting of the extract is exotic for most
readers, going to the movies is within the experience of 15-year-olds, and the
characters’ responses are at the same time intriguing and humanly familiar. Within the
continuous text format category, Macondo is an example of narrative writing in that it
 32

shows, in a manner typical of this text type, why characters in stories behave as they do,
recording actions and events from the point of view of subjective impressions.

The Macondo unit comprises tasks covering the aspects of integrate and interpret and
reflect and evaluate. One of the tasks is reproduced below.

Question 3: Macondo
At the end of the passage, why did the people of Macondo decide not to return to the
movies?
A. They wanted amusement and distraction, but found that the movies were realistic
and depressing.
B. They could not afford the ticket prices.
C. They wanted to save their emotions for real-life occasions.
D. They were seeking emotional involvement, but found the movies boring,
unconvincing and of poor quality.

The correct answer is C.

This task requires integrating and interpreting to form a broad understanding. In

order to gain credit, students need to synthesise elements across the text to identify the
reason that the characters in the story behaved as they did at the end. In selecting
option C, they must reject some reasons that could plausibly explain why people might
decide not to go to the movies, represented by distractors that are based on
preconceptions rather than on the text.

Situation Personal

Text format Continuous

Text type Narration

Aspect Integrate and interpret: Form a broad understanding

Item format Multiple choice

Table 1.7 Framework of Sample Task: Macondo

 33

The figure below shows how the Macondo Question 3 looks in the 2015 platform.
The framework characteristics are retained.

Figure 1.3. The 2015 Template

 34

HOTS
The PISA reading literacy tasks range from very straightforward comprehension
activities to quite sophisticated activities requiring deep and multiple levels of
understanding. The difficulty of any reading literacy task depends on an interaction
amongst several variables.
Given the explanation of the elements assessed in PISA, it could be deduced that
the assessment tasks in the 2015 PISA and onwards would undoubtedly require the
application of Higher Order Thinking Skills (HOTS). Therefore, CDD strongly
recommends that teachers prepare their students cognitively and psychologically by
exposing them to HOTS related strategies and questioning techniques.

What is ‘HOTS’?

The phrase ‘Higher Order Thinking Skills’ or HOTS in English Language teaching refers
to the students’ ability to apply English language skills in a variety of more challenging
situations. The skills are very closely aligned to Bloom’s taxonomy of analysis, synthesis
and evaluation, of which recently, creativity (‘creative thinking’) and the more generic
term ‘critical thinking’ have been added.

Generally HOTS is defined as ‘The potential to apply knowledge, skills and

values for reasoning and reflection in order to solve problems, make decisions, to be
innovative and creative’ (MOE 2013).

Thinking Schools International defines HOTS as the fundamental cognitive

processes for generating and organising information, skills of analysis and synthesis,
and processes of creativity and evaluation.

According to King et.al (1998), ‘Higher Order Thinking Skills’ should take thinking
to higher levels than just the restating of facts. HOTS requires that the facts need to be
understood, connected to each other, categorized, manipulated, put together in new or
novel ways, and applied as new solutions to solve new problems.
 35

Why ‘HOTS’?

As the world grows more connected and competitive, it is imperative that our students
are groomed to face these changes and challenges. Consequently, students’ ability to
think critically and the development of Higher Order Thinking Skills are crucial for active
participation and ultimately success in the 21stcentury.

The Malaysian Education Blueprint 2013-2025 has clearly outlined the emphasis
on HOTS. The Blueprint revealed that school curriculum at both primary and secondary
levels will be revised to embed a balanced set of knowledge and skills such as creative
thinking, innovation, problem-solving, and leadership. The Blueprint also disclosed that
by 2016, higher-order thinking questions will comprise at least 40% of questions in
UPSR and 50% in SPM. This change in examination design means that teachers will
focus less on predicting what topics and questions will come out and this also means
less drilling for content recall. Instead, students will be trained to think critically and to
apply their knowledge in different settings. Likewise, school-based assessments will
also shift their focus to testing for higher-order thinking skills.

Similarly, the KBSM English Language Curriculum has also outlined the
emphasis of HOTS in the teaching and learning process. The curriculum delineated that
critical and creative thinking skills are incorporated in the learning outcomes to enable
learners to analyse information, make decisions, solve problems, and express
themselves accurately and creatively in the target language.

Above and beyond, mastery of Higher Order Thinking Skills is essential for all
students in order to achieve the goals set out in the National Education Philosophy,
Vision 2020 and more recently the Malaysian Education Blueprint. Alongside these lofty
aspirations, HOTS is not only necessary but crucial for student success in the PISA
assessment.

Application in the Classroom

In order to encourage the use of HOTS within the classroom, our students must not only
have basic knowledge and comprehension of concepts but must also be able to apply
what they have learnt through hands on activities. By participating in these activities,
students will be able to learn how to be self-directed, self-disciplined, self-monitored,
and self-corrective in their thinking process. These activities should include questions
 36

that challenge students to clarify their understanding, make knowledgeable

assumptions, come up with reasons and evidence for their thinking, define their
viewpoints and perspectives, determine implications and consequences, and evaluate a
particular concept. Consequently, our students are being prepared to face the ‘real
world’.
One area that requires serious intervention is Reading. The ultimate goal of reading
literacy is for our students to be able to process any kind of text at the level of
evaluation, synthesis, analysis, and interpretation. This level is considered the final
thread in the reading tapestry. Once our students have learned to read during their early
primary school years, they are supposed to develop their thinking skills and use them as
tools to process their thoughts. Unfortunately, this is not always the case, there are
students who are reluctant or ‘lazy’ readers and at the same time we have students who
do not how to use reading strategies to comprehend the type of text that they are
reading. Therefore, it is necessary that teachers ‘train’ or ‘teach’ students the requisite
reading strategies in order for them to achieve the higher order thinking that is required.
These strategies once learned, will enable students to analyse, synthesize,
evaluate, and interpret the text at complex levels. Subsequently, they would be able to
process sophisticated text, make judgements, and detect different shades of meaning.
Students will then be able to make critical interpretations and demonstrate insight as
well as maturity of thought. Furthermore, they will be able to make inferences, draw
relevant and astute conclusions, use their knowledge in new situations, and relate their
thoughts to other situations as well as their own experience. Consequently, these
students will be able to fare well on international standardized tests such as the PISA
assessment. More importantly, these students will indeed be prepared to function as
valuable personnel and contributors in a fast-paced workplace where the emphasis is on
using information rather than just knowing facts.
The Higher Order Thinking Skills mentioned are based on Bloom’s Taxonomy.
Although most teachers learned about Bloom's Taxonomy (Bloom, 1956) during their
pre-service courses, many seldom challenge students beyond the first two levels of
cognition: knowledge and comprehension. Currently, most jobs in the 21st century will
require employees to use the four highest levels of thinking which are application,
analysis, synthesis, and evaluation. However, this is not practised in today's
instructional programmes. Therefore, teachers must prepare their students to master
and operate routinely at these higher levels of thinking.
Bloom's original taxonomy has certainly withstood the test of time, but a newer
version has been introduced to reflect more contemporary thinking. Recently, a former
student of Bloom, Lorin Anderson, and a group of cognitive psychologists published a
revised version of Bloom's taxonomy (Anderson & Krathwohl, 2001). Bloom's original six
 37

categories were nouns: knowledge, comprehension, application, analysis, synthesis,

and evaluation. In the new version, Anderson and colleagues changed the nouns to
verbs reflecting thinking as an active process.

Bloom’s Taxonomy

Figure 1.4. Bloom’s Taxonomy

a) Knowledge - Remember
In the revised taxonomy, the original “Knowledge” category was changed
to “Remember.” This category refers to shallow processing: the drawing out of
factual answers, recall, and recognition. In reading, this is simply recalling the
facts in a text or recalling the sequence of a story. At this level, questions that
teachers ask centre on the five Ws and seldom require students to advance
beyond superficial thinking.
We see this level of thinking often reflected in classrooms across the
country. Some verbs that teachers use to demonstrate student knowledge of
material include the following: choose, describe, define, identify, label, list,
locate, match, memorize, name, omit, recite, recognize, select, and state.

b) Comprehension - Understand
The second category of Bloom's original taxonomy was
“Comprehension.” In the revised model, it is renamed “Understand.” This
 38

category reflects the acts of translating, interpreting, and extrapolating.

Examples in reading include summarizing text and identifying in-text
relationships.
Some verbs that teachers use to ask students to demonstrate
understanding include the following: classify, defend, demonstrate, distinguish,
explain, express, extend, give an example, illustrate, indicate, interrelate, infer,
judge, match, paraphrase, represent, restate, rewrite, select, show, summarize,
tell, and translate.

c) Application - Apply
The third category, “Application,” was changed to “Apply” in the revised
taxonomy and is defined as knowing when or why to apply certain skills
automatically, as well as having the ability to recognize patterns that can transfer
to new or unfamiliar situations.
Teachers prompt students to think at the “Apply” level by using the
following constructions: “Predict what would happen if . . . ,” “Judge the effects of
. . .,” and “What would happen if . . .?” Verbs that teachers might use to
determine whether students are working at this level include the following: apply,
choose, dramatize, explain, generalize, judge, organize, paint, prepare, produce,
select, show, sketch, solve, and use. When students have not processed
information at the application level, they cannot take information learned in one
context and translate it to another.

d) Analysis - Analysing
The “Analysis” category in Bloom's taxonomy was renamed “Analysing”
in the revised version. This level involves breaking information down into parts
and different forms, and drawing comparisons between a text and background
knowledge data.
Classroom questions that address this category include the following:
“What is the function of . . .?” “What conclusions can we draw from . . .?” “What
is the premise?” and “What inference can you make about . . .?” The following
verbs apply to analysing activities: analyse, categorize, classify, differentiate,
distinguish, identify, infer, point out, select, subdivide, and survey. To use the
thinking process of analysing, students must be able to see connections and
draw conclusions. We often see questions on state reading proficiency tests that
expect students to display thinking at this level.
 39

e) Synthesis – Evaluating
Though Bloom placed “Evaluation” at the highest level of his taxonomy,
Anderson and colleagues rank it fifth to reflect their idea that creative thinking
(design) is more complex than critical thinking (evaluation). For the Anderson
theorists, critical thinking is necessary for the creative process to occur, because
it involves accepting or rejecting ideas—a precursor to creating a new design
(Anderson & Krathwohl, 2001). For this reason, evaluation precedes creation in
the revised model.
To evaluate information, students need to be able to distinguish essential
data from information that is simply interesting. They must be able to identify
core themes, form and support opinions, and identify inconsistencies, bias, or
lack of coherence or accuracy in a text. They must also be able to use
background information, prior knowledge, and other textual sources to assess
the validity of the text. For example, when reading a novel, students with strong
evaluation skills might compare the works of two authors and offer evidence to
support opinions on the author's writing style.
Constructions that address the evaluation level include the following: “Do
you agree with . . .?” “What is your opinion of . . .?” “How would you prove. . . ?”
“How would you rate . . .?” and “How would you prioritize . . .?” The following
verbs apply to evaluation activities: appraise, assess, check, compare, conclude,
criticise, critique, defend, justify, and support.

f) Evaluation- Create
The fifth level of the original Bloom's Taxonomy was called “Synthesis.”
In Anderson's revised version, this level is renamed “Create” and is upgraded to
level six. Synthesizing text involves linking new information with prior knowledge
or with multiple texts to develop a new idea, establish a new way of thinking, or
create a new product of some type. An example of synthesis would be rewriting
“Little Red Riding Hood” from the perspective of the wolf. Anderson sees the act
of “creating” as combining elements into a pattern that had not existed before.
Some constructions that assess the process of analysis or creating
include the following: “Develop a new way to . . .,” “Suggest another way to . . .,”
“How might you adapt . . .?” and “Can you predict the outcome if . . .?” The
following verbs signal the “Create” level of thinking: choose, combine, compose,
construct, create, design, develop, formulate, hypothesize, invent, make, make
up, originate, organize, plan, produce, and role play. To succeed at this level,
students must be able to synthesize their thinking and make predictions based
on knowledge.
 40

Aligning PISA and HOTS to KBSM

In 2013, PEARSON produced a report that benchmarked our secondary English

Language curriculum (KBSM) with the curriculum from England and Singapore. In
this report, they revealed how the PISA assessment and Higher Order Thinking
Skills are aligned to our secondary curriculum.
Table 1.8 indicates the alignment between the Malaysian English Language KBSM
Curriculum for Forms 3 and 4 with the PISA framework. In addition, the learning
outcomes under ‘Language for Informational and Aesthetic Use’ in the KBSM
English Language Curriculum provide clear dimensions for teachers to teach
effective reading strategies to their students. Moreover, these learning outcomes
show clear alignment to the ‘aspects’ in the PISA assessment. At the same time,
Table 1.9 demonstrates how the aspects in PISA are covered in the KBSM English
Language Curriculum.

Topic Sub-topic Examples from Forms 3 and 4

Text Format Continuous Stories, talks, reports, articles
Non-continuous Maps, charts, diagrams, graphs
Text type Argumentation Letter to editor
Description Maps
Exposition Graphs, mind maps
Narration Short stories, newspaper articles,
Instruction Diagrams, instructions, directions

Transaction Letters
Aspects Access and retrieve  Identifying the main ideas in the text read
 Identifying the cause and effect
Integrate and interpret  Making inferences
 Comparing and contrasting data
 Making predictions
 Interpreting Information
Reflect and evaluate  Relating events, characters and values to one’s life
 Discussing values explored in the text

Table 1.8 How PISA and HOTS are Aligned in KBSM

.
 41

PISA (Aspect) KBSM English Language Outcomes

Access and 2.1 Obtain information for different purposes by
Retrieve a. listening to spoken texts such as talks, speeches and viewing television
documentaries and multimedia;
b. interviewing and using questionnaires; and
c. reading materials in print such as reports and articles and using other electronic
media such as the Internet.
Integrate and 2.2 Process information by:
Interpret a. skimming and scanning for specific information and ideas;
b. extracting main ideas and details;
c. discerning sequence of ideas;
d. getting the explicit and implicit meaning of the text;
e. predicting outcomes;
f. drawing conclusions;
g. identifying different points of view;
i. interpreting non-linear texts such as maps, charts, diagrams, tables, graphs;
j. making short notes and mapping out ideas
Reflect and 2.3 Present information to different audiences by:
Evaluate a. writing recounts, descriptions, explanations, speeches, reports, and articles;
b. instructing, describing, narrating, explaining, and reporting orally;
c. presenting information in non- linear forms including tables, graphs, diagrams,
charts, and vice-versa;
3.1 Listen to, read, view and respond to literary works by:
a. understanding and telling in one’s own words the story and poem heard
and read, and giving one’s own opinion of the text;
b. recognizing elements in a story such as characters and setting;
c. explaining the message the writer is trying to convey and discussing how
this relates to one’s life;
d. understanding other people’s cultures, traditions, customs and beliefs;
e. reciting poems with feeling and expression.
3.2 Express themselves creatively and imaginatively by:
a. Dramatizing text and role-playing characters;
b. Retelling a story and presenting it in another genre;
c. Composing simple poems, stories and dialogues.

Table 1.9 How The KBSM Learning Outcomes Are Aligned To PISA
 42

READING STRATEGIES
Reading without comprehension or understanding is not reading. Many students can
pronounce words fluently, but when asked what they have just read, they are unable to
respond. Evidently, these students are considered ‘not really good readers’.

One good question that runs in most teachers is ‘What makes a good reader?’
Research has indicated that a good reader has a purpose for reading either it is for
obtaining specific information or reading for pleasure. A good reader is normally
involved in complicated thinking processes where information obtained from the reading
is processed accordingly. Reading comprehension encompasses four important
elements, namely language, knowledge, fluency and metacognition.

Language

Knowledge Reading Fluency

Comprehension

Metacognition

Figure 1.5. Four Elements of Reading Comprehension

. In order to have proper reading strategies adopted, students need to be trained

to use these strategies appropriately in order to become purposeful active readers.
Students who receive proper instructions through the strategies would be able to make
significant gains in reading comprehension activities. All these strategies will enable our
students to:
 43

 set purposes for reading.

 identify or infer main ideas and make predictions.
 monitor reading and realise when something is not making sense.
 question during reading.
 make mental pictures of what is being read.
 draw on prior knowledge.
 understand story structure.
 summarise what is read.
 recognise words quickly and analyse unfamiliar words
 use text features (subheadings and transitions) and titles to infer information
 paraphrase
 continue reading even when unsuccessful, at least for a while.

(Anderson et al. 1991)

Given the above reasons, reading can be deduced as a circular process rather
than a linear process as it requires continuous engagement with new information until
internalisation occurs. This circular process can be envisioned as a learning spiral which
closely represents the recursive, development nature of learning. Naturally, our students
should also be trained to begin their reading feat via similar processes as depicted in the
following figure as it allows room for knowledge growth, synthesising of information,
incremental development of knowledge and a secure internal knowledge base.

The students will be able to build and expand their knowledge from their existing
knowledge by being aware of the prior knowledge and having the ability to analyse,
understand and connect it to the new learnt knowledge. This is an on-going process
during the reading activity/session whereby the students utilise the appropriate reading
strategies. Towards the end of the reading process, students should be able to
consolidate the information/knowledge by synthesising all the information/knowledge
acquired during their readings. What is more important in this process is that only the
teacher who understands and practices this process will be prepared to utilise the same
process as a guide to teaching their students.
 44

Figure 1.6. The Reading Process

These strategies will definitely assist our students to make proper and effective
connections between the text and what they already know (prior knowledge). Some of
these reading strategies are provided in this book.
 45

1. SQ3R Reading Method

SQ3R is a reading strategy formed from its letters: Survey! Question! Read! Recite!
Review!
SQ3R will help you build a framework to understand your reading assignment.

A. Before you read, Survey the chapter:

 The title, headings, and subheadings

 Captions under pictures, charts, graphs or maps
 Review questions or teacher-made study guides
 Introductory and concluding paragraphs
 Summary
B. Question while you are surveying:

 Turn the title, headings, and/or subheadings into questions

 Read questions at the end of the chapters or after each subheading
 Ask yourself,
"What did my instructor say about this chapter or subject when it was assigned?"
 Ask yourself,
"What do I already know about this subject?"
Note: If it is helpful to you, write out these questions for consideration.

C. When you begin to Read:

 Look for answers to the questions you first raised

 Answer questions at the beginning or end of chapters or study guides
 Reread captions under pictures, graphs, etc.
 Note all the underlined, italicized, bold printed words or phrases
 Study graphic aids
 Reduce your speed for difficult passages
 Stop and reread parts which are not clear
 Read only a section at a time and recite after each section.

D. Recite after you've read a section:

 Orally ask yourself questions about what you have just read, or summarize, in your
own words, what you read
 Take notes from the text but write the information in your own words
 Underline or highlight important points you've just read
 46

 Reciting: The more senses you use the more likely you are to remember what you
read Triple strength learning: Seeing, saying, hearing. Quadruple strength
learning: Seeing , saying , hearing, writing!!!

E. Review: an ongoing process

Day One
 After you have read and recited the entire chapter, write questions in the
margins for those points you have highlighted or underlined.
 If you took notes while reciting, write questions for the notes you have
taken in the left hand margins of your notebook.
 Complete the form for a critical reading review

Day Two
 Page through the text and/or your notebook to re-acquaint yourself with
the important points.
 Cover the right hand column of your text/note-book and orally ask
yourself the questions in the left hand margins.
 Orally recite or write the answers from memory.
 Develop mnemonic devices for material which need to be memorized.
 Make flash cards for those questions which give you difficulty.

Days Three, Four and Five

 Alternate between your flash cards and notes and test yourself (orally or
in writing) on the questions you formulated.
 Make additional flash cards if necessary.

Weekend
 Using the text and notebook, make a Table of Contents - list all the topics
and sub-topics you need to know from the chapter.
 From the Table of Contents, make a Study Sheet/ Spatial Map.
 Recite the information orally and in your own words as you put the Study
Sheet/Map together.
 As you have consolidated all the information you need for this chapter,
periodically review the Sheet/Map so that at test time you will not have to
cram.
 47

2. KWL Reading Method

K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students
through a text. Students begin by brainstorming everything they Know about a topic.
This information is recorded in the K column of a K-W-L chart. Students then generate a
list of questions about what they Want to Know about the topic. These questions are
listed in the W column of the chart. During or after reading, students answer the
questions that are in the W column. This new information that they have Learned is
recorded in the L column of the K-W-L chart.

KWL is intended to be an exercise for a study group or class that can guide you
in reading and understanding a text. You can adapt it to working alone, but discussions
definitely help. The K-W-L strategy serves several purposes:

 Elicits students’ prior knowledge of the topic of the text.

 Sets a purpose for reading.

 Helps students to monitor their comprehension.

It is composed of only three stages that reflect a worksheet of three columns with
the three letters:

What we Know what we Want to what we Learned How you can learn
know more

Figure 1.7. The KWLH Form

A. K stands for Know

This first stage may surprise you: Think first about, then list, what you know about the
topic before reading! This advanced organizer provides you with a background to the
new material, building a scaffold to support it. Think of it as a pre-reading inventory.

 Brainstorm! Before looking at the text, think of keywords, terms, or phrases

about the topic, either in your class or a study group.
 Record these in the K column of your chart until you cannot think of more.
 Engage your group in a discussion about what you wrote in the K column.
 Organize the entries into general categories.
 48

B. W stands for Will or Want

The second stage is to list a series of questions of what you want to know more of the
subject, based upon what you listed in K.
 Preview the text’s table of contents, headings, pictures, charts etc. Discuss what
you want to learn
 List some thoughts on what you want, or expect to learn, generally or
specifically. Think in terms of what you will learn, or what do you want to learn
about this.
 Turn all sentences into questions before writing them down. They will help you
focus your attention during reading.
 List the questions by importance.

C. L stands for Learned

The final stage is to answer your questions, as well as to list what new information you
have learned. Either while reading or after you have finished.

 List out what you learn as you read, either by section, or after the whole work,
whichever is comfortable for you.
 Check it against the W column, what you wanted to learn
 Create symbols to indicate main ideas, surprising ideas, questionable ideas, and
those you don’t understand!

Expand this exercise beyond K W L:

D. Add an H!
Stands for HOW you can learn more.
 Pose new questions about the topic
 How can I learn more or answer questions not answered in my worksheet.
These include other sources of information, including: organizations, experts,
tutors, websites, librarians, etc.

3. 5W’s and an H

Another reading strategy is to answer the questions that form the basis of good
journalism:

Who What When Where Why and How

 Who are the main characters?

 What does the author say happened?
 49

 Where did the action occur?

 When did it happen or what is the span of time?
 Why did this happen?
 How did it happen?

4. 7 Critical Reading Strategies

(http://www.salisbury.edu)

1. Previewing: Learning about a text before really reading it.

Previewing enables readers to get a sense of what the text is about and how it is
organized before reading it closely. This simple strategy includes seeing what you
can learn from the headnotes or other introductory material, skimming to get an
overview of the content and organization, and identifying the rhetorical situation.

2. Contextualizing: Placing a text in its historical, biographical, and cultural contexts.

When you read a text, you read it through the lens of your own experience. Your
understanding of the words on the page and their significance is informed by what
you have come to know and value from living in a particular time and place. But the
texts you read were all written in the past, sometimes in a radically different time and
place. To read critically, you need to contextualize, to recognize the differences
between your contemporary values and attitudes and those represented in the text.

3. Questioning to understand and remember: Asking questions about the content.

As students, you are accustomed to teachers asking you questions about your
reading. These questions are designed to help you understand a reading and
respond to it more fully, and often this technique works. When you need to
understand and use new information though it is most beneficial if you write the
questions, as you read the text for the first time.
With this strategy, you can write questions any time, but in difficult academic
readings, you will understand the material better and remember it longer if you write
a question for every paragraph or brief section. Each question should focus on a
main idea, not on illustrations or details, and each should be expressed in your own
words, not just copied from parts of the paragraph.
 50

4. Reflecting on challenges to your beliefs and values: Examining your personal

responses.
The reading that you do for this class might challenge your attitudes, your
unconsciously held beliefs, or your positions on current issues. As you read a text
for the first time, mark an X in the margin at each point where you feel a personal
challenge to your attitudes, beliefs, or status.
Make a brief note in the margin about what you feel or about what in the text
created the challenge. Now look again at the places you marked in the text where
you felt personally challenged. What patterns do you see?

5. Outlining and summarising: Identifying the main ideas and restating them in your
own words.

Outlining and summarising are especially helpful strategies for understanding the
content and structure of a reading selection. Whereas outlining reveals the basic
structure of the text, summarising synopsizes a selection's main argument in brief.
Outlining may be part of the annotating process, or it may be done separately (as it
is in this class).
The key to both outlining and summarising is being able to distinguish between
the main ideas and the supporting ideas and examples. The main ideas form the
backbone, the strand that holds the various parts and pieces of the text together.
Outlining the main ideas helps you to discover this structure. When you make an
outline, don't use the text's exact words.
Summarising begins with outlining, but instead of merely listing the main ideas, a
summary recomposes them to form a new text. Whereas outlining depends on a
close analysis of each paragraph, summarising also requires creative synthesis.
Putting ideas together again -- in your own words and in a condensed form -- shows
how reading critically can lead to deeper understanding of any text.

6. Evaluating an argument: Testing the logic of a text as well as its credibility and
emotional impact.

All writers make assertions that they want you to accept as true. As a critical
reader, you should not accept anything on face value but to recognize every
assertion as an argument that must be carefully evaluated. An argument has two
essential parts: a claim and support. The claim asserts a conclusion -- an idea, an
opinion, a judgement, or a point of view -- that the writer wants you to accept.

The support includes reasons (shared beliefs, assumptions, and values) and
evidence (facts, examples, statistics, and authorities) that give readers the basis for
 51

accepting the conclusion. When you assess an argument, you are concerned with the
process of reasoning as well as its truthfulness (these are not the same thing). At the
most basic level, in order for an argument to be acceptable, the support must be
appropriate to the claim and the statements must be consistent with one another.

7. Comparing and contrasting related readings: Exploring likenesses and

differences between texts to understand them better.

Many of the authors we read are concerned with the same issues or questions,
but approach how to discuss them in different ways. Fitting a text into an ongoing
dialectic helps increase understanding of why an author approached a particular
issue or question in the way he or she did.

5. Question-Answer Relationship (QAR)

The question–answer relationship (QAR) strategy helps students understand the

different types of questions. By learning that the answers to some questions are "Right
There" in the text, that some answers require a reader to "Think and Search," and that
some answers can only be answered "On My Own," students recognize that they must
first consider the question before developing an answer. (Raphael, T.E., & Au, K.H.
(2005). QAR: Enhancing comprehension and test taking across grades and content
areas. The Reading Teacher, 59, 206-221)

Why use question–answer relationship?

 It can improve students' reading comprehension.

 It teaches students how to ask questions about their reading and where
to find the answers to them.
 It helps students to think about the text they are reading and beyond it,
too.
 It inspires them to think creatively and work cooperatively while
challenging them to use higher-level thinking skills.

How to use question–answer relationship

1. Explain to students that there are four types of questions they will encounter.
Define each type of question and give an example.
 52

Four types of questions are examined in the QAR:

o Right There Questions: Literal questions whose answers can be found

in the text. Often the words used in the question are the same words
found in the text.
o Think and Search Questions: Answers are gathered from several parts
of the text and put together to make meaning.
o Author and You: These questions are based on information provided in
the text but the student is required to relate it to their own experience.
Although the answer does not lie directly in the text, the student must
have read it in order to answer the question.
o On My Own: These questions do not require the student to have read
the passage but he/she must use their background or prior knowledge to
answer the question.

2. Read a short passage aloud to your students.

3. Have predetermined questions you will ask after you stop reading. When you
have finished reading, read the questions aloud to students and model how you
decide which type of question you have been asked to answer.
4. Show students how to find information to answer the question (i.e., in the text,
from your own experiences, etc.).

6. Skimming and Scanning

Skimming
It is an activity to read shorter texts to extract accurate detailed information. Skimming is
used to quickly identify the main ideas of a text.
Skimming is done at a speed three to four times faster than normal reading.
People often skim when they have lots of material to read in a limited amount of time.
There are many strategies that can be used when skimming.
Some students read the first and last paragraphs using headings, summarises
and other organizers as they move down the page or screen. The students might read
the title, subtitles, subheading, and illustrations. Consider reading the first sentence of
each paragraph.
 53

This technique is useful when the students are seeking specific information
rather than reading for comprehension. Skimming works well to find dates, names, and
places. It might be used to review graphs, tables, and charts.
The main goal of this activity is to get the general meaning (gist) of the story
without trying to decode exactly what each word means.

Procedure (for the students)

Read the whole text silently twice as outlined below. Do not use a dictionary! (To help
you resist the temptation to decode the reading word-for- word, you should time
yourself, allowing no more than two minutes per paragraph).

1. Your first reading will help orient you further to the content and make you
comfortable with what you don't understand in it. Focus on what does make sense
(cognates, compound words, logical relationships between words and whole
phrases), and skip what you don't understand, trying to go with the flow.
2. Your second reading will give you a much better feeling for the content. You will
notice that some passages that were unclear during your first reading are starting to
make sense, since what comes at the end often helps you to understand the
beginning.

After completing these two readings, stop and make a mental summary of what you
have understood. Now invent a sentence by summarising what you think the story is (or
might be) about.

Scanning

It is a quick reading of a text to get the gist of it. Scanning is a technique that is often
used when looking up a word in the telephone book or dictionary.
The students search for key words or ideas. Scanning involves moving your
eyes quickly down a page seeking specific words and phrases.
Scanning is also used when the reader first tries to find a resource to determine
whether it will answer their questions. Once you’ve scanned the document, you might go
back to skim it.
When scanning, the students look for the author’s use of organisers such as
numbers, letters, steps, or the words, first, second, or next. They look for words that are
bold faced, italics, or in a different font size, style, or colour. Sometimes the author will
put key ideas in the margin.
 54

The main goal of this activity is to extract specific pieces of information.

Procedure (for the students)

In "real life" you might scan a train schedule for one piece of information, a travel
brochure for different information, and a theatre programme for a third type. From the
literary texts, you will extract certain basic facts by scanning it:

Read through the text again very quickly, scanning for the things listed below. To focus
your attention more clearly, underline (preferably in different colours), and list down on
your notebook these items:

 Who (both names and descriptive nouns)

 When (both dates and others.);
 Where (both names of places and others).

Now arrange the ideas together:

1. Locate and write down a few more words about what you have written. For example,
if you have found a name; George, write a short description of George using the
words you found in the text about him.
2. Now write a loose chronology of what happened. Do not look up words in the
dictionary; complete sentences are also not necessary. Write just enough to indicate
the progress of the literary text.

7. Reading Comprehension Strategies

(Adapted from the work of Beal, Keene, and Tovani - http://www.scholastic.com)

a. Make Connections

What connections do I make as I read? Good readers notice pieces of text that relate to
or remind them of:

• Their lives, past experiences, and prior knowledge

• Other books, articles, movies, songs, or pieces of writing
• Events, people, or issues
 55

Tips:

• That reminds me of…

• This made me think of…
• I read another book that…
• This is different from…
• I remember when…

b. Visualize

Good readers create pictures in their minds while they read. While reading, note places
where you get a clear picture in your mind that helps you understand the text:

• I can picture…
• I can see the…
• I can visualize…
• The movie in my head shows…
Use your senses to connect the characters, events, and ideas to clarify the picture in
your head.

• I can taste/hear/smell the…

• I can feel the…

c. Ask Questions

Good readers ask questions before, during, and after reading to better understand the
author and the meaning of the text.

Ask questions of the author, yourself, and the text:

• What is the author trying to say?

• What is the message of this piece?
• Do I know something about this topic?
• What do I think I will learn from this text?
• How could this be explained to someone else?
• What predictions do I have about this reading?

d. Infer

How do I read between the lines? When the answers are “right there,” good readers
draw conclusions based on background knowledge and clues in the text.
 56

Ask yourself:

• I wonder why…
• I wonder how…
• I wonder if…
Find information from the text that might be clues to the answers and use these with
your background knowledge for possible answers.

e. Determine Importance

What’s the big idea? So what? Good readers look for things that help them identify big
ideas and why they are important.

Look at text features for clues:

• Titles and headings

• Bold print
• Pictures and captions
• Graphs and charts
• Chapter objectives and questions
Tips:

• The big idea is…

• Most important information is...
• So far I’ve learned…
• The author is saying…
• This idea is similar to…

f. Synthesize

How do I use what I’ve read to create my own ideas? Good readers combine new
information from their reading with existing knowledge in order to form new ideas or
interpretations. Synthesis is creating a single understanding from a variety of sources.

Tips:

• Compare and contrast what I’m reading with what I already know or other
sources of information.
• Think of new ways to use this information.
• Can connections I make across this text help me to create new generalisations or
new perspectives
 57

8. Active Reading Strategies

( adapted from The Great Teachers Series- http://www.inlets.net/)

 THRILD

What is THRILD? A method used to PREVIEW or REVIEW a chapter.

• T TITLE
• H HEADINGS
• R READ (and summarise first paragraph)
• I ILLUSTRATIONS
• L LAST PARAGRAPH (Read and summarize)
• D DISCUSSION QUESTIONS

Rationale:
Why:
• T.H.R.I.L.D. is a pre-reading activity that provides a mental framework for
new information. It acts as an advance organiser for the chapter, helps
students activate prior knowledge and provides a context for what they
are about to read.

When:
• Use T.H.R.I.L.D. at the beginning of every chapter in the text, prior to
actually reading it.

How:
• As students scan the chapter, they perform six steps. To begin with, they
write down the chapter title and all the sub-headings. They read the
opening paragraph (or introduction) and write a brief summary of this
information. Students write a key word or phrase about the main idea of
each illustration. After this, students write a brief summary of the last
paragraph or summary of the chapter. Finally, students scan the
Discussion Questions and select three that they would like to know more
about.
 58

Name: ___________________________________ Date: _______________

THRILD to be on: ____________________________________________________

HEADINGS:

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

READ the first paragraph and summarize (put in your own words)

___________________________________________________________________

___________________________________________________________________
Figure 1.8. The THRILD Form

 PARApicture
___________________________________________________________________
A technique for actively reading a passage and retrieving significant information using
highlighter reading and pictures in the margin.
___________________________________________________________________
P = PREVIEW
Survey reading to determine what content is to be examined.
A = ANALYSE
___________________________________________________________________
Locate and highlight information fundamental to the understanding of the
content
___________________________________________________________________
R = READ
Reread only the analysed, highlighted information
 59

A = ACCENT
Draw pictures in the margin that summarise the highlighted information

Rationale:
Why: “A picture is worth a thousand words!”
Parapicture allows students to actively participate in reading, thereby:
• Increasing retention and information.
• Increasing retrieval of information.
• Developing another study skill.
• Increasing skill at prioritising.
• Visual learners will enjoy this process – it’s fun!
When:
Parapicture is useful when reading content information. Students must reflect carefully
in order to make decisions on how to visually represent the concepts. Because readers
are using both visual and verbal processing, retention is greatly enhanced.

How:
Students initially Preview or read a passage to determine what information is important.
Next they Analyse the text to locate and highlight the information that is fundamental to
the understanding of the content. They then Review the highlighted text and finally,
Accent the highlighted information by drawing symbols and visual representations in the
margin (or on a strip of paper) to record the important content. These drawings will
consequently act as reminders and cues for the content contained in the piece of
reading.

Hence the acronym PARA:

Preview: Initial reading to determine what content is important.

Analyse: Locate and highlight information fundamental to the understanding of the
content.
Review: Re-read the analysed, highlighted information.
Accent: Draw pictures in the margin that summarise the highlighted information.
 60

 PARApoint

A technique for actively reading a passage and retrieving significant information using
highlighter reading and margin notes.

P = PREVIEW
Survey reading to determine what content is to be examined.
A = ANALYSE
Locate and highlight information fundamental to the
understanding of the content
R = READ
Reread only the analysed, highlighted information
A = ACCENT
Make summary margin notes of the highlighted Information
Rationale:
Why:
Parapoint allows students to actively participate in reading, and:
• provide a focus and purpose for reading.
• learn to analyse information.
• increase skills in prioritising.
• develop reading comprehension skills
• increase reading efficiency.
• utilise higher order thinking skills
When:
Parapoint is often used in Social Sciences or Language Arts, with nonfictional material.
This strategy helps students focus on the author’s purpose, analyse the passage and
document key points.

How:
Students initially Preview a passage to determine what type of information is being
presented using a quick “THRILD”. They scan the Title, Headings, Read the first
paragraph, examine Illustrations, and read the Last paragraph (Discussion questions
are not a concern for Parapoint). Once they have determined the main intent of the
passage, they develop focus questions to guide their reading – questions to which they
want answers. They then Analyse the selections, locating and highlighting the
information that is fundamental to the understanding of the content and provides
answers to the focus questions. Next, they Review the highlighted text and finally,
 61

Accent the important information with short, point form notes in the margin (or on a strip
of paper). These notes will consequently act as reminders and cues for the content
contained in the piece of reading.

Hence the acronym PARA:

Preview: Determine the type and purpose of the text by using a brief preview
strategy (THRILD) and develop focus questions to direct one’s analysis
while reading.
Analyse: Highlight/underline and circle key information which answers
predetermined focus questions.
Review: Reread highlighted words to determine what information you want to
accent.
Accent: Accent pertinent information in the margin using brief note form.

 QUACK marks
A strategy for actively reading a factual passage of text, making judgements on the
types of information included, and marking specific kinds of information with the
following:

Q = ? (question mark)
Placed beside words, phrases and ideas that you do not
understand
U = Underline
Underline definitions
A = * (an asterisk)
Place beside important or interesting ideas and information
C = (circle)
Circle examples of important information or definitions
K = Keyword
Place a capital K beside keywords (usually in bold or italics)
Rationale:
Why:
Text reading can almost put one to sleep! It’s easy to get lost in all the vocabulary,
definitions, examples and explanations. Because this strategy actively involves the
readers in underlining, circling and making other marks, it helps them stay focused on
those science and math texts.
 62

When:
Q.U.A.C.K. is a strategy for actively reading a factual piece of text, making judgements
on the types of information included, and marking specific kinds of information.
How:
While reading the text, students employ the following marks to highlight specific
information. If you do not want marks in the text, use an acetate over the page, place
marks on the acetate and then transfer Keywords and definitions to your notes.

 ACID marks
A strategy for actively reading a passage to increase comprehension and encourage
students to interact with reading materials. It involves making judgements on the types
of information being read and marking specific passages with the following:

 A = AGREE
 C = CONFUSING
 I = INTERESTING
 D = DISAGREE
Useful for: Social Studies, Literature, Magazine/newspaper articles

Rationale:
Why:
The old adage “Don’t believe everything you read” is true!
Not all materials deal with facts. Often media, texts, and even some school subjects
present the reader with highly subjective material. You can, and should, disagree!
A.C.I.D. forces the reader to make decisions about the text as to whether they Agree,
Disagree, are Confused or find the information Interesting, while the Marks help readers
select main points and supporting details.

When:
It is appropriate to use A.C.I.D. Marks for material that is controversial, such as
editorials, news stories, magazine articles, etc. in addition, some texts present material
that can be questioned and refuted (history is often written from the perspective of the
“winner”).

How:
A.C.I.D. Marks has two parts:
1) A.C.I.D. and
2) Three separate “Marks”
 63

As you read, ask yourself whether you:

 A Agree with the statement
 C are Confused by the statement
 I find the point Interesting
 D Disagree with the point

Place an A, C, I or D in the margin by the appropriate point.

Next comes the Marks. Re-read the article and insert the following marks:
 Circle key terms
 Asterisks important points (*)
 Bracket or Underline supporting details. ( _________ )
It can be interesting to have students use this strategy and, while reading from a
different perspective, Agree or Disagree! For example, how would your responses differ
if you read the article imagining yourself to be from a different culture or ethnicity?

 RAP
A strategy for actively reading a passage
 R = READ a passage
 A = ASK QUESTIONS about the selection
 P = PARAPHRASE the information
(Put into your own words)

Rationale
Why:
R.A.P. is an active reading strategy that works especially well with emergent or weak
readers. It is also a good precursor to Reciprocal Reading as it requires students to
Read, Ask questions and paraphrase or summarise. R.A.P.:
• Develops comprehension skills.
• Fosters a positive attitude towards reading
• Develops cooperative skills.

When:
R.A.P. is useful when reading fiction or non-fiction in pairs or small groups. It can be
used as a silent reading activity too.
 64

How:
Students work in pairs or small groups. First, one student reads out loud. After this,
group members ask (and answer) questions about what was read. It is helpful to provide
question prompts such as: who, what, when, where and why. Next, they paraphrase
what has been read and try to reach consensus on the summary. The steps are then
repeated by the other partners.

 RECIPROCAL READING

A strategy for actively reading a passage to increase comprehension and encourage

students to interact with reading materials. It involves making judgements on the types
of information being read and marking specific passages with the following:
• Summarise- Main idea?
• Clarify- Seek to understand vocabulary and ideas
• Generate Questions- Write main idea "test" question
• Predict- What will happen next?
• Respond- Write a personal response

Rationale
Why:
Reciprocal Reading encourages emulation of what “good” readers do automatically
(summarise, question, clarify, predict and respond to what they are reading). Learners
become active participants in reading, and:

• Will develop comprehension skills.

• Will increase vocabulary.
• Increase retention of information.
• Foster a positive attitude towards reading.
• Develop cooperative skills.
When:
Reciprocal Reading can be used with fiction, non-fiction, prose or poetry. It is good for
reading material in a group setting, in pairs or individually with silent reading.

How:
First the teacher reads a section of the text aloud and models the following steps:
• Summarise
• Clarify
• Question
 65

• Predict*
• Respond* (*optional - depending on material)
The teacher generates a short summary of what they just read, soliciting input from the
class. Next the instructor constructs a “main idea” question (one that could be used in a
test setting).

Once again, input can be received from the listeners. In the clarify step, the teacher
ensures that everyone understands the vocabulary, terms, figurative language and
generally comprehends the passage.
After this, the teacher makes a prediction, with listener input, about what may happen
next. Finally, at the end of a significant portion of text, students generate a written
response about the passage (i.e. “What would you do in the protagonist’s situation?”).
Both the predict and respond steps are optional, depending on the type of material
being used (appropriate for fiction and poetry, but not a science text).

This entire process is then repeated, with a student taking the role of the teacher,
reading the passage out loud and guiding the class through the steps. Eventually,
students work in pairs or small groups, each individual taking turns being the “teacher”
(or reciprocating).

Initially, it is important for the teacher to demarcate the size of the reading portions for
each student to read before changing roles (paragraph, ½ page, whole page). This will
depend on student reading abilities and the logical breaks in the material.

 C.H.A.T.T.
A strategy for actively reading a passage to increase comprehension and encourage
students to interact with reading materials. It involves making judgements on the types
of information being read and marking specific passages with the following:
• CIRCLE key words
• HIGHLIGHT or underline main ideas
• ASTERISK supporting details
• TRANSFER concepts to C.H.A.T.T. sheet
• TEACH summary statement
Rationale
Why:
C.H.A.T.T. allows students to code the text and then transfer the information to a
collection sheet, thereby creating “study notes” while they actively read. In addition, the
teacher provides a summarising statement. When students are on their own with text
interpretation, teachers are often concerned that students may miss critical information.
 66

The Teacher Summary provides the opportunity for the teacher to interject key
information and to provide a context; to help students see how the new information fits
into the course scope and sequence. Or, in other words, how what we studied today fits
with yesterday’s content and how it will segue into tomorrow’s lesson.

When:
Use C.H.A.T.T. when reading complex or dense text material to increase
comprehension and retention of the material while at the same time creating study notes
for future reference.

How:
Students read the text and apply the C.H.A.T.T. marks to select important vocabulary,
highlight main ideas and identify details. Next, students transfer the key terms, written
definitions (with an image) and record the main points with supporting details to a
separate “C.H.A.T.T. Sheet”. Finally, the teacher provides a summary statement which
the students record on their C.H.A.T.T.
Sheet.

• C Circle – key words.

• H Highlight or Underline – main ideas.
• A * (asterisk) – beside supporting details.
• T Transfer – information to a C.H.A.T.T. Sheet.
• T Teacher – provides a summary statement which students record
on their
C.H.A.T.T. Sheet (Refer to the figure below)
 67

Figure 1.9. The CHATT Form

 68

PISA RELEASED ITEMS

TOPICS

1. Lake Chad
2. Flu
3. Graffiti
4. Labour
5. Moreland
6. Plan International
7. Police
8. Warranty
9. A Just Judge
10. Runners
11. In Poor Taste
12. Bullying
13. Gift
14. Amanda and the Duchess
15. Bees
16. Personnel
17. New Rules
 69

LAKE CHAD
 70

Use the information about Lake Chad on the opposite page to answer the questions
below.

Question 2: LAKE CHAD R040Q02

What is the depth of Lake Chad today?

A About two metres.

B About fifteen metres.
C About fifty metres.
D It has disappeared completely.
E The information is not provided.

LAKE CHAD SCORING 2

QUESTION INTENT: Developing an Interpretation: integrating information in text and
graph

Full credit

Code 1: About two metres.

No credit

Code 0: Other responses.

Code 9: Missing.

Question 3A: LAKE CHAD R040Q03A- 0 1 9

In about which year does the graph in Figure 1 start?

................................................................

LAKE CHAD SCORING 3A

QUESTION INTENT: Retrieving Information

Full credit

Code 1: 11,000 BC (or approximation between 10,500 and 12,000; or other

indication that the student has extrapolated from the scale)
• 11,000
• 11,000 BC
• 10,500 BC
• Just before 10,000 BC
• About 12,000
• About 11,000 BC
 71

No credit

Code 0: Other responses., including arrow pointing to the starting point of the
graph.
• 10,000 BC [Failure to extrapolate from the scale.]
• 20,000 BC
• 8000 BC [Has looked at wrong figure.]
• 11000 BC 4000 BC [Ignore crossed-out answer.]
•0

Code 9: Missing.

Question 3B: LAKE CHAD R040Q03B- 0 1 9

Why has the author chosen to start the graph at this point?

...................................................................................................................................

...................................................................................................................................

LAKE CHAD: SCORING 3B

QUESTION INTENT: Reflecting on the Form of a Text: inferring the reason for an
authorial decision

Full credit

Code 1: Refers to reappearance of lake. Note: answer may receive full credit even
if previous answer is incorrect.
• Lake Chad reappeared in 11,000 BC after disappearing completely around
20,000 BC.
• The lake disappeared during the Ice Age and then came back at about this
time.
• It reappeared then.
• About 11,000 BC it came back.
• Then the lake reappeared after being gone for 9000 years.

No credit

Code 0: Other responses.

• This is when animals started to appear.
• 11,000 BC is when humans began to do rock art.
• 11,000 BC was when the lake (first) appeared.
• Because at that time Lake Chad was completely dried up.
• Because that was the first movement on the graph.

Code 9: Missing.
 72

Question 4: LAKE CHAD R040Q04

Figure 2 is based on the assumption that

A the animals in the rock art were present in the area at the time they were drawn.
B the artists who drew the animals were highly skilled.
C the artists who drew the animals were able to travel widely.
D there was no attempt to domesticate the animals which were depicted in the rock
art.

LAKE CHAD SCORING 4

QUESTION INTENT: Forming a Broad Understanding: recognising the underlying
idea of a chart

Full credit

Code 1: the animals in the rock art were present in the area at the time they were
drawn.

No credit

Code 0: Other responses.

Code 9: Missing.

Question 6: LAKE CHAD R040Q06

For this question you need to draw together information from Figure 1 and Figure 2.

The disappearance of the rhinoceros, hippopotamus and aurochs from Saharan rock
art happened

A at the beginning of the most recent Ice Age.

B in the middle of the period when Lake Chad was at its highest level.
C after the level of Lake Chad had been falling for over a thousand years.
D at the beginning of an uninterrupted dry period.

LAKE CHAD SCORING 6

QUESTION INTENT: Developing an Interpretation: integrating information across
two non-continuous texts

Full credit

Code 1: after the level of Lake Chad had been falling for over a thousand years.

No credit

Code 0: Other responses.

Code 9: Missing.
 73

FLU
ACOL VOLUNTARY FLU IMMUNISATION PROGRAM

As you are no doubt aware the flu can strike rapidly and extensively during winter. It
can leave its victims ill for weeks.

The best way to fight the virus is to have a fit and healthy body. Daily exercise and a
diet including plenty of fruit and vegetables are highly recommended to assist the
immune system to fight this invading virus.

ACOL has decided to offer staff the opportunity to be immunised against the flu as an
additional way to prevent this insidious virus from spreading amongst us. ACOL has
arranged for a nurse to administer the immunisations at ACOL, during a half-day
session in work hours in the week of May 17. This program is free and available to all
members of staff.

Participation is voluntary. Staff taking up the option will be asked to sign a consent
form indicating that they do not have any allergies, and that they understand they
may experience minor side effects.

Medical advice indicates that the immunisation does not produce influenza. However,
it may cause some side effects such as fatigue, mild fever and tenderness of the
arm.
 74

WHO SHOULD BE IMMUNISED?

Anyone interested in being protected against the virus.

This immunisation is especially recommended for people over the age of 65. But
regardless of age, ANYONE who has a chronic debilitating disease, especially
cardiac, pulmonary, bronchial or diabetic conditions.

In an office environment ALL staff are at risk of catching the flu.

WHO SHOULD NOT BE IMMUNISED?

Individuals hypersensitive to eggs, people suffering from an acute feverish illness

and pregnant women.

Check with your doctor if you are taking any medication or have had a previous
reaction to a flu injection.

If you would like to be immunised in the week of May 17 please advise the personnel
officer, Fiona McSweeney, by Friday May 7. The date and time will be set according to
the availability of the nurse, the number of participants and the time convenient for
most staff. If you would like to be immunised for this winter but cannot attend at the
arranged time please let Fiona know. An alternative session may be arranged if there
are sufficient numbers.

For further information please contact Fiona on ext. 5577.

Good Health
 75

Fiona McSweeney, the personnel officer at a company called ACOL, prepared the
information sheet on the previous two pages for ACOL staff. Refer to the information
sheet to answer the questions which follow.

R077Q02
Question 2: FLU

Which one of the following describes a feature of the ACOL flu immunisation
program?

A Daily exercise classes will be run during the winter.

B Immunisations will be given during working hours.
C A small bonus will be offered to participants.
D A doctor will give the injections.

FLU SCORING 2
QUESTION INTENT: Retrieving Information: cycling through text to find explicitly
stated information

Full credit

Code 1: Immunisations will be given during working hours.

No credit

Code 0: Other responses.

Code 9: Missing.

R077Q03- 0 1 2 9
Question 3: FLU

We can talk about the content of a piece of writing (what it says).

We can talk about its style (the way it is presented).

Fiona wanted the style of this information sheet to be friendly and encouraging.

Do you think she succeeded?

Explain your answer by referring in detail to the layout, style of writing, pictures or
other graphics.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................
 76

FLU SCORING 3
QUESTION INTENT: Reflecting on the Form of a Text: identifying features relating
the style and purpose of a text

Full credit

Code 2: Refers accurately to the text and relates style to purpose, consistent with
“friendly and encouraging”. The answer must do AT LEAST ONE of the
following:
(1) refer to one of the features in detail (layout, style of writing, pictures or
other graphics; or other similar) – that is, to a specific part or quality of a
feature; AND/OR
(2) use evaluative terms other than “friendly” and “encouraging”. (Note that
such terms as “interesting”, “easy to read” and “clear” are not
considered to be adequately specific.)
Opinion about whether Fiona succeeded may be stated or implied.
• No, it was a bad idea to put a picture of a syringe near the beginning.
That looks scary. [Refers to one specific part of the design: a particular
picture (1). Uses own evaluative term: “scary” (2).]
• Yes, the pictures break up the writing and make it easy to read.
[Describes a specific aspect of layout (1).]
• The cartoon-like picture of the virus is friendly. [Refers to a specific aspect
(“cartoon-like”) of one illustration (1).]
• No, the pictures are childish and irrelevant. [Uses own terms
(“childish”, “irrelevant”) to evaluate one of the features mentioned
in the stem (2).]
• Yes, the written style is relaxed and informal. [Uses own terms
(“relaxed”, “informal”) to evaluate one of the features mentioned in
the stem (2).]
• Yes, the style was warm and inviting.[Uses own terms to evaluate style(2).]
• There is too much writing. People wouldn’t bother reading it. [Refers
to a relevant feature of the presentation: amount of text (1). Uses own
evaluative terms (2).]
• She doesn’t put pressure on people to get the injection, and that would
encourage people. [Implicit reference to manner or register: an aspect
of style (2).]
• No, the writing style is very formal. [Debatable but plausible application
of own evaluative term: “formal” (2).]

Partial credit

Code 1: Refers accurately to the text and relates purpose to information and
content (rather than style), consistent with “friendly and encouraging”.
Opinion about whether Fiona succeeded may be stated or implied.
• No, there is no way that a message about having an injection could be
friendly and encouraging.
• Yes she succeeded. She’s giving many opportunities and arranging
times for a flu immunisation. She also gave suggestions about health.

No credit

Code 0: Gives insufficient or vague answer.

• Yes, it makes it sound as if it would be a good idea.
• Yes it is friendly and encouraging. [Terms not applied to specific features.]
 77

• No, it doesn’t work.

• No because some of the information is not correct. [Refers to content
without making any connection to the idea of “friendly and
encouraging”.]
• Yes, the illustrations are encouraging and the style of the announcement
is also acceptable. [“Illustrations are encouraging” does not go beyond
the terms of the question. “The style of the announcement is also
acceptable” is too vague.]
• She succeeded, easy to read, and clear. [The terms used are not
specific enough.]
• I think that she has succeeded well. She has selected pictures and
written interesting text. [Pictures are not evaluated in any way, and
“interesting text” is too vague.]

OR: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer.
• Yes everyone should have the injection. [Irrelevant and inaccurate.]
• No, the pictures have nothing to do with the message. [Inaccurate]
• Yes, because she wants people to be worried about getting the flu.
[Conflicts with the idea of “friendly and encouraging”.]
• It’s good but it’s only one opinion. [Irrelevant]
• Yes, it gave brief information on what they will do to stop flu. [Irrelevant
– refers to content in a non-specific way.]
• Yes, she just tells the facts. [Irrelevant]
• Yes, because more people should be immunised. [Gives a general
opinion on the subject of immunisation, does not refer to the style or to
details of content.]
• Yes I do because no-one wants to be sick. Everyone wants good health.
[Irrelevant]

Code 9: Missing.

R077Q04
Question 4: FLU

This information sheet suggests that if you want to protect yourself against the flu
virus, a flu injection is

A more effective than exercise and a healthy diet, but more risky.
B a good idea, but not a substitute for exercise and a healthy diet.
C as effective as exercise and a healthy diet, and less troublesome.
D not worth considering if you have plenty of exercise and a healthy diet.

FLU SCORING 4
QUESTION INTENT: Developing an Interpretation: integrating several parts of the
text

Full credit

Code 1: a good idea, but not a substitute for exercise and a healthy diet.

No credit
Code 0: Other responses.

Code 9: Missing.
 78

Question 5: FLU

Part of the information sheet says:

WHO SHOULD BE IMMUNISED?

Anyone interested in being protected against the virus.

After Fiona had circulated the information sheet, a colleague told her that she should
have left out the words “Anyone interested in being protected against the virus”
because they were misleading.

Do you agree that these words are misleading and should have been left out?

Explain your answer.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

FLU SCORING 5
QUESTION INTENT: Reflecting on the Content of a Text: evaluating appropriateness
of a section of the text in relation to its overall meaning and
purpose

Full credit
Code 2: Evaluates the section of text in relation to the term “misleading” by
indicating that there is a potential contradiction. (“Who should be
immunised? Anyone…” vs “Who should not be immunised?”). May or may
not explain what the contradiction is.
Agreement or disagreement may be stated or implied.
• Yes, because it would be dangerous for some people to have the
immunisation
(e.g. pregnant women). [Describes contradiction.]
• No, because you only have to read another couple of lines to realise that
some people shouldn’t have the injection, and on the whole she wants
people to have it.
• Yes, because she says “anyone” can and later she states the people who
should not be immunised. [Contradiction identified.]
• This line suggests that all people should get the vaccine, which is untrue.
[Contradiction briefly indicated.]
• Yes, to some extent! Maybe: “Anyone interested in being protected
against the virus, but who doesn't suffer from any of the following
symptoms or diseases.” [Suggested rewording implies recognition of
the contradiction.]

OR: Evaluates the section of text in relation to the term “misleading” by

 79

indicating that the statement may be an exaggeration. (i.e. Not everyone

needs the immunisation, or the immunisation does not offer complete
protection.) May or may not explain what the exaggeration is. Agreement
or disagreement may be stated or implied.
• Leave out because having the immunisation is not a guarantee that
you won’t get the flu.
• I don’t agree, even though it makes it sound as if you will definitely get
the flu if you don’t have the injection.
• Having the injection is not a complete protection.
• Leave out because not everyone gets the flu, especially if you are fit and
well.
• Yes I agree because it makes the shot sound better than it is.
[Implies an exaggeration, though unspecified.]

Partial credit
Code 1: Evaluates the section of text, but not in relation to the term “misleading”.
(1) Indicates that the statement is strong, effective and/or encouraging
without mentioning potential contradiction or misleading element; OR
(2) Indicates that the statement “Anyone interested in being protected
against the virus” is redundant because it is stating the obvious.
• It was good to put it in, because it would encourage people. [1]
• It should be there because it makes the message stand out. [1]
• I think that these words should have been left out because it goes without
saying that everyone wants to be protected against the virus, even if this
is not accomplished through immunisation. [2]

No credit
Code 0: Gives insufficient or vague answer, or restates “misleading” without
explanation.
• Leave it in, it’s good. [No explanation.]
• They should have put another picture there instead of the
heading. [No explanation.]
• Yes, this sentence is misleading and it could cause problems. [No
explanation]
OR: Shows inaccurate comprehension of the material or gives an implausible or
irrelevant answer.
• It should have been left out because everyone has the right to
decide for themselves. [Misunderstanding of register of the text: it
is not an order.]
• I think the word FLU should have been put in between THE and VIRUS,
because people just taking a glance at it might think that they are
talking about another virus and not the flu. [Implausible explanation for
“misleading”.]
• Yes, people may be interested but may have a fear of needles. [Irrelevant]

Code 9: Missing.
 80

R077Q06
Question 6: FLU

According to the information sheet, which one of these staff members should contact
Fiona?

A Steve from the store, who does not want to be immunised because he would
rather rely on his natural immunity.
B Julie from sales, who wants to know if the immunisation program is compulsory.
C Alice from the mailroom who would like to be immunised this winter but is having
a baby in two months.
D Michael from accounts who would like to be immunised but will be on leave in the
week of May 17.

FLU SCORING 6
QUESTION INTENT: Reflecting on the Content of a Text: applying a set of criteria
given in a text to other cases

Full credit

Code 1: Michael from accounts who would like to be immunised but will be on leave
in the week of May 17.

No credit

Code 0: Other responses.

Code 9: Missing.
 81

GRAFFITI

I’m simmering with anger as the school wall is cleaned and repainted for the fourth
time to get rid of graffiti. Creativity is admirable but people should find ways to express
themselves that do not inflict extra costs upon society.
Why do you spoil the reputation of young people by painting graffiti where it’s
forbidden? Professional artists do not hang their paintings in the streets, do they?
Instead they seek funding and gain fame through legal exhibitions.
In my opinion buildings, fences and park benches are works of art in themselves.
It’s really pathetic to spoil this architecture with graffiti and what’s more, the method
destroys the ozone layer. Really, I can’t understand why these criminal artists bother
as their “artistic works” are just removed from sight over and over again.

Helga

There is no accounting for taste. Society is full of communication and advertising.

Company logos, shop names. Large intrusive posters on the streets. Are they
acceptable? Yes, mostly. Is graffiti acceptable? Some people say yes, some no.
Who pays the price for graffiti? Who is ultimately paying the price for
advertisements? Correct. The consumer.
Have the people who put up billboards asked your permission? No. Should graffiti
painters do so then? Isn’t it all just a question of communication – your own name, the
names of gangs and large works of art in the street?
Think about the striped and chequered clothes that
appeared in the stores a few years ago. And ski wear. The patterns and colours were
stolen directly from the flowery concrete walls. It’s quite amusing that these patterns
and colours are accepted and admired but that graffiti in the same style is considered
dreadful.
Times are hard for art.

Sophia
 82

The two letters on the opposite page come from the Internet and are about graffiti.
Graffiti is illegal painting and writing on walls and elsewhere. Refer to the letters to
answer the questions below.

R081Q01
Question 1: GRAFFITI

The purpose of each of these letters is to

A explain what graffiti is.

B present an opinion about graffiti.
C demonstrate the popularity of graffiti.
D tell people how much is spent removing graffiti.

GRAFFITI SCORING 1
QUESTION INTENT: Forming a Broad Understanding: recognising the purpose of
text

Full credit

Code 1: present an opinion about graffiti.

No credit

Code 0: Other responses.

Code 9: Missing.

R081Q05- 0 1 9
Question 5: GRAFFITI

Why does Sophia refer to advertising?

...................................................................................................................................

...................................................................................................................................

GRAFFITI SCORING 5
QUESTION INTENT: Developing an Interpretation: inferring an intended relationship

Full credit

Code 1: Recognises that a comparison is being drawn between graffiti and

advertising. Answer is consistent with the idea that advertising is a legal
form of graffiti.
• To show us that advertising can be as invasive as graffiti.
• Because some people think advertising is just as ugly as spray-painting.
• She’s saying that advertising is just a legal form of graffiti.
 83

• She thinks advertising is like graffiti.

• Because they don't ask your permission to put up billboards. [The
comparison between advertising and graffiti is implicit.]
• Because advertisements are placed in society without our
permission, as is graffiti.
• Because the billboards are like graffiti. [A minimal answer.
Recognises a similarity without elaborating on what the similarity
is.]
• Because it is another form of display.
• Because advertisers stick posters on the wall and she thinks it is graffiti as
well.
• Because it is on the walls too.
• Because they are equally nice or ugly to look at.
• She refers to advertising because it is acceptable unlike graffiti.
[Similarity of graffiti and advertising is implied by contrasting attitudes
to the two.]

OR: Recognises that referring to advertising is a strategy to defend graffiti.

• So that we will see that graffiti is legitimate after all.

No credit

Code 0: Gives insufficient or vague answer.

• It’s a way of making her point.
• Because she wants to, she mentions it as an example.
• It’s a strategy.
• Company logos and shop names.

OR: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer.
• She’s describing the graffiti.
• Because people put graffiti on them.
• Graffiti is a kind of advertising.
• Because graffiti is advertising for a certain person or gang. [Comparison
goes in the wrong direction i.e. graffiti is a form of advertising.]

Code 9: Missing.

R081Q06A- 0 1 9
Question 6A: GRAFFITI

Which of the two letter writers do you agree with? Explain your answer by using
your own words to refer to what is said in one or both of the letters.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................
 84

GRAFFITI SCORING 6A
QUESTION INTENT: Reflecting on the Content of a Text: justifying own point of view

Full credit

Code 1: Explains point of view by referring to the content of one or both letters. May
refer to the writer’s general position (i.e. for or against) or to a detail of her
argument. Interpretation of writer’s argument must be plausible.
Explanation may take the form of paraphrase of part of the text, but must
not be wholly or largely copied without alteration or addition.
• I agree with Helga. Graffiti is illegal and that makes it vandalism.
• Helga because I am against graffiti. [Minimum answer]
• Sophia. I think it’s hypocritical to fine graffiti artists and then make
millions by copying their designs.
• I sort of agree with both of them. It should be illegal to paint over walls
in public places but these people should be given the opportunity to do
their work somewhere else.
• Sophia’s because she cares about art.
• I agree with both. Graffiti is bad but advertising is just as bad so I
won’t be hypocritical.
• Helga because I don’t really like graffiti either but I understand Sophia’s
point of view and how she didn’t want to condemn people for doing
something they believe in.
• Helga’s because it really is a pity to spoil the reputation of young
people for nothing. [Borderline case: some direct quotation, but
embedded in other text.]
• Sophia. It is true that patterns and colours stolen from graffiti appear in
stores and are accepted by people who consider graffiti dreadful. [The
explanation is a combination of phrases from the text, but the amount of
manipulation indicates that it has been well understood.]

No credit

Code 0: Support for own point of view is confined to a direct quotation (with or
without quotation marks).
• Helga because I agree that people should find ways to express
themselves that do not inflict extra costs upon society.
• Helga. Why spoil the reputation of young people?

OR: Gives insufficient or vague answer.

• Sophia’s because I think Helga’s letter doesn’t back her argument with
reasons (Sophia compares her argument to advertising etc.) [Answers
in terms of style or quality of argument.]
• Helga because she used more details. [Answers in terms of style or
quality of argument.]
• I agree with Helga. [No support for opinion.]
• Helga’s because I believe what she is saying. [No support for opinion.]
• Both, because I can understand where Helga is coming from. But Sophia
is also right. [No support for opinion.]

OR: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer.
• I agree more with Helga. Sophia doesn’t seem to be sure what she thinks.
 85

• Helga’s because she thinks some have talent. [Misinterpretation of

Helga’s argument.]

Code 9: Missing.

R081Q06B- 0 1 9
Question 6B: GRAFFITI

We can talk about what a letter says (its content).

We can talk about the way a letter is written (its style).

Regardless of which letter you agree with, in your opinion, which do you think is the
better letter? Explain your answer by referring to the way one or both letters are
written.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

GRAFFITI SCORING 6B
QUESTION INTENT: Reflecting on the Form of a Text: evaluating the quality of two
letters

Full credit

Code 1: Explains opinion with reference to the style or form of one or both letters.
Refers to criteria such as style of writing, structure of argument, cogency of
argument, tone, register used, strategies for persuading audience. Terms
like “better arguments” must be substantiated.
• Helga’s. She gave you lots of different points to consider and she
mentioned the environmental damage that graffiti artists do which I think
is very important.
• Helga’s letter was effective because of the way she addressed the
graffiti artists directly.
• I think Helga’s letter was the better one of the two. I thought Sophia’s
was a bit biased.
• I thought Sophia put forward a very strong argument but Helga’s was
structured better.
• Sophia, because she didn’t really aim it at anyone. [Explains his/her
choice in terms of quality of content. Explanation is intelligible when
interpreted as “Doesn’t attack anyone”.]
• I like Helga's letter. She was quite dominant getting her opinion out.

No credit

Code 0: Judges in terms of agreement or disagreement with the writer’s position, or

simply paraphrases content.
• Helga. I agree with everything she said.
• Helga’s was the better letter. Graffiti is costly and wasteful, just as she
says.
 86

OR: Judges without sufficient explanation.

• Sophia’s letter was the best.
• Sophia’s was easier to read.
• Helga had a better argument.

OR: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer.
• Helga’s is better written. She works step by step through the problem
and then, on the basis of that, she comes to a logical conclusion.
• Sophia because she kept her position to herself until the end of her letter.

Code 9: Missing.
 87

LABOUR
The tree diagram below shows the structure of a country’s labour force or “working-age population”. The total population of the country
in 1995 was about 3.4 million.

The Labour Force Structure year ended 31 March 1995 (000s)1

Working-age population2
2656.5

In labour force Not in labour force3

1706.5 64.2% 949.9 35.8%

Employed Unemployed
1578.4 92.5% 128.1 7.5%

Full-time Part-time
1237.1 78.4% 341.3 21.6%

Seeking full-time work Seeking part-time work

101.6 79.3% 26.5 20.7%

Seeking full-time work Not seeking full-time work

23.2 6.8% 318.1 93.2%

Notes
1. Numbers of people are given in thousands (000s).
2. The working-age population is defined as people between the ages of 15 and 65.
3. People “Not in labour force” are those not actively seeking work and/or not available for work.
 88

Use the information about a country’s labour force on the opposite page to answer
the questions below.

R088Q01
Question 1: LABOUR

What are the two main groups into which the working-age population is divided?

A Employed and unemployed.

B Of working age and not of working age.
C Full-time workers and part-time workers.
D In the labour force and not in the labour force.

LABOUR SCORING 1
QUESTION INTENT: Forming a Broad Understanding: recognising main organising
principle of information

Full credit

Code 1: In the labour force and not in the labour force.

No credit

Code 0: Other responses.

Code 9: Missing.

R088Q03- 0 1 2 9
Question 3: LABOUR

How many people of working age were not in the labour force? (Write the number of
people, not the percentage.)

................................................................

LABOUR SCORING 3
QUESTION INTENT: Retrieving Information: combining two pieces of explicitly
stated information

Full credit

Code 2: Indicates that the number in the tree diagram AND the “000s” in the
title/footnote have been integrated: 949,900. Allow approximations
949,000 and 950,000 in figures or words. Also accept 900,000 or one
million (in words or figures) with qualifier.
• 949,900
 89

• just under nine hundred and fifty thousand

• 950,000
• 949.9 thousand
• almost a million
• about 900 thousand
• 949.9 X 1000
• 949(000)

Partial credit

Code 1: Indicates that number in tree diagram has been located, but that the “000s”
in the title/footnote has not been correctly integrated. Answers 949.9 in
words or figures. Allow approximations comparable to those for Code 2.
• 949.9
• 94,900
• almost a thousand
• just under 950
• about 900
• just under 1000

No credit

Code 0: Other responses.

• 35.8%
• 7.50%

Code 9: Missing.
 90

R088Q04
Question 4: LABOUR

In which part of the tree diagram, if any, would each of the people listed in the table
below be included?

Show your answer by placing a cross in the correct box in the table.

The first one has been done for you.

“In labour “In “Not Not

force: labour in included in
employed force: labour any
” unem- force” category
ployed”

A part-time waiter, aged 35

A business woman, aged 43, who works a

sixty-hour week

A full-time student, aged 21

A man, aged 28, who recently sold his shop

and is looking for work

A woman, aged 55, who has never worked

or wanted to work outside the home

A grandmother, aged 80, who still works a

few hours a day at the family’s market stall
 91

LABOUR SCORING 4
QUESTION INTENT: Reflecting on the Content of a Text: applying a set of criteria
given in a text to other cases

“In “In “Not Not

labour labour in labour included
force: force: force” in any
employed” unem- category
ployed”
A part-time waiter, aged 35

A business woman, aged 43, who works a

sixty-hour week

A full-time student, aged 21

A man, aged 28, who recently sold his shop

and is looking for work

A woman, aged 55, who has never worked

or wanted to work outside the home

A grandmother, aged 80, who still works a

few hours a day at the family’s market stall

Full credit

Code 3: 5 correct

Partial credit

Code 2: 4 correct

Code 1: 3 correct

No credit

Code 0: 2 or fewer correct

 92

Question 5: LABOUR R088Q05

Suppose that information about the labour force was presented in a tree diagram like
this every year.

Listed below are four features of the tree diagram. Show whether or not you would
expect these features to change from year to year, by circling either “Change” or “No
change”. The first one has been done for you.

Features of Tree Diagram Answer

The labels in each box (e.g. “In labour force”) Change / No change

The percentages (e.g. “64.2%”) Change / No change

The numbers (e.g. “2656.5”) Change / No change

The footnotes under the tree diagram Change / No change

LABOUR SCORING 5
QUESTION INTENT: Reflecting on the Content of a Text: understanding the status
of elements in a diagram
Features of Tree Diagram Answer

The labels in each box (e.g. “In labour force”) No change

The percentages (e.g. “64.2%”) Change

The numbers (e.g. “2656.5”) Change

The footnotes under the tree diagram No change

Full credit

Code 1: 3 correct
No credit

Code 0: 2 or fewer correct

 93

Question 7: LABOUR R088Q07

The information about the labour force structure is presented as a tree diagram, but it
could have been presented in a number of other ways, such as a written description, a
pie chart, a graph or a table.

The tree diagram was probably chosen because it is especially useful for showing

A changes over time.

B the size of the country’s total population.
C categories within each group.
D the size of each group.

LABOUR SCORING 7
QUESTION INTENT: Reflecting on the Form of a Text: recognising the advantage of
a particular format for its purpose/in relation to content
Full credit

Code 1: Categories within each group.

No credit

Code 0: Other responses.

Code 9: Missing.
 94

MORELAND
The Moreland Library System gives new library members a bookmark showing its

HOURS OF OPENING Effective from February 1 1998

Moreland Library System
Brunswick Campbell Coburg Fawkner Glenroy
Library Turnbull Library Library Library Librar y
Sunday 1pm-5pm Closed 2pm-5pm Closed 2pm-5pm
Monday 11am-8pm 11am-5.30pm 1pm-8pm 11am-5.30pm 10am-5.30pm
Tuesday 11am-8pm 11am-8pm 11am-8pm 11am-8pm 10am-8pm
Wednesday 11am-8pm 11am-5pm 10am-8pm 11am-5pm 10am-8pm
Thursday 11am-8pm 11am-5.30pm 10am-8pm 11am-5.30pm 10am-8pm
Friday 11am-5pm 11am-5pm 10am-8pm 11am-5pm 10am-5.30pm
Saturday 10am-1pm 10am-1pm 9am-1pm 10am-1pm 9am-1pm

Hours of Opening. Refer to the bookmark to answer the questions which follow.

R091Q01- 0 1 8 9
Question 1: MORELAND

What time does the Fawkner Library close on Wednesday?

...................................................................................................................................

MORELAND SCORING 46
QUESTION INTENT: Retrieving Information

Code 1: 5 p.m. / 5 o’clock

Code 0: Other responses.

Code 8: Off task.

Code 9: Missing.
 95

R091Q02
Question 2: MORELAND

Which library is still open at 6 p.m. on Friday evening?

A Brunswick Library
B Campbell Turnbull Library
C Coburg Library
D Fawkner Library
E Glenroy Library

MORELAND SCORING 47
QUESTION INTENT: Retrieving Information
Full credit

Code 1: Coburg Library

No credit

Code 0: Other responses.

Code 9: Missing.
 9

96

PLAN INTERNATIONAL
PLAN International Program Results Financial Year 1996

The table on the opposite page is part of a report published by PLAN International, an
international aid organisation. It gives some information about PLAN’s work in one of its
 9

97

Regions of operation (Eastern and Southern Africa). Refer to the table to answer the
questions below.

R099Q04A
Question 4a: PLAN INTERNATIONAL

What does the table indicate about the level of PLAN International’s activity in
Ethiopia in 1996, compared with other countries in the region?

A The level of activity was comparatively high in Ethiopia.

B The level of activity was comparatively low in Ethiopia.
C It was about the same as in other countries in the region.
D It was comparatively high in the Habitat category, and low in the other categories.

PLAN INTERNATIONAL SCORING 4A

Note: The correct answer is B: “The level of activity was comparatively low in
Ethiopia”. This question is for information only and will not independently contribute
to the student’s score. The answer is taken into account in assessing the response to
Question 4B.

R099Q04B- 0 1 2 3 9
Question 4B: PLAN INTERNATIONAL

In 1996 Ethiopia was one of the poorest countries in the world.

Taking this fact and the information in the table into account, what do you think might
explain the level of PLAN International’s activities in Ethiopia compared with its
activities in other countries?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

PLAN INTERNATIONAL SCORING 4B

QUESTION INTENT: Reflecting on the Content of a Text: drawing on knowledge and
experience to form a hypothesis which is consistent with given
information
 98

Full credit

Code 3: Student has answered Question 4A correctly (Key B). Explains the level of
PLAN’s activity by drawing on ALL the information supplied, with explicit or
implicit reference to the type of activity conducted in Ethiopia by PLAN.
Answer must also be consistent with (though does not need to refer to)
BOTH of the following:
(1) PLAN’s low level of activity in Ethiopia (information supplied in the
table); AND
(2) Ethiopia’s poverty (information given in the stem).
• Aid organisations often start their work in a country by training local people
so I
would say PLAN had just started working in Ethiopia in
1996.
• Training community workers might be the only kind of aid they can give
there. There might not be the hospitals or schools in which they could
base the other kinds of aid work.
• Other foreign aid groups might be helping with medicine etc. and
PLAN sees they need to know how to run the country. [Implicitly
refers to training community leaders.]

Partial credit

Code 2: Student has answered Question 4A correctly (Key B). Explains the level of
PLAN’s work by drawing on MOST of the information supplied. Answer
must be consistent with (though does not need to refer to) BOTH of the
following:
(1) PLAN’s low level of activity in Ethiopia (information supplied in the
table); AND
(2) Ethiopia’s poverty (information given in the stem).
• It might be hard to distribute aid there because things are in such a mess.
• There may be a war on so it would be hard to give aid.
• They don’t know how to help there.
• If other organisations are helping in Ethiopia, there is less for PLAN to do.
• I could imagine that the other countries received help first and that
Ethiopia will be helped in the near future.
• The people of Ethiopia may have a certain culture which makes it
difficult to interact with foreigners.
• I think they are giving a bit too much help in other countries and Ethiopia
is missing out. Plan International might not have enough funding and
money for all the countries in need.

Code 1: Student has answered Question 4A correctly (Key B). Explains the level of
PLAN’s work by drawing on PART of the information supplied. Answer
must be consistent with (though does not need to refer to) PLAN’s low
level of activity in Ethiopia (information supplied in the table).
• Ethiopia does not need PLAN’s help as much as the other countries.
[Draws on information in the table but does not take into account the
information about Ethiopia’s relative poverty supplied in the stem.]
• Ethiopia is not as poor as the other countries so it doesn’t need PLAN’s
help as much. [Draws on information in the table but is inconsistent with
information about Ethiopia’s relative poverty supplied in the stem.]
• Ethiopia might only need more help with their community leaders than
other countries. [Draws in detail on information in the table but does not
take into account the information about Ethiopia’s relative poverty
supplied in the stem.]
 99

OR: Student has answered Question 4A incorrectly (not Key B). Explains the
level of PLAN’s work by drawing on PART of the information supplied.
Answer must be consistent with (though does not need to refer to) BOTH
of the following:
(1) the level of activity in Ethiopia which the student has indicated in
Question 4A (the explanation itself need not be true); AND
(2) Ethiopia’s poverty (information given in the stem).
• [Answer to Question 4A: The level of activity is comparatively high in
Ethiopia.] Ethiopia is poorer than other countries in the region and
therefore needs more help.
• [Answer to Question 4A: It is about the same as in other countries in the
region.] Aid is distributed equally so there is no rivalry between countries.

No credit

Code 0: Gives insufficient or vague answer.

• They don’t do as much work in Ethiopia. [Restates information in Key to
4A
without attempting to explain it.]
• PLAN hardly does anything in Ethiopia.

OR: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer.
• They should be giving more to Ethiopia. [Expresses an opinion
rather than suggesting an explanation.]
• They are only training community workers. They don’t seem to be doing
anything for health or learning of the people there. [Does not explain the
level of activity.]
• The level of PLAN International’s activities in Ethiopia compared with
its activities in other countries is higher. [Restates information in
distractor to 4A without attempting to explain it.]
• PLAN gives the same amount to every country. [Restates
information in distractor to 4A without attempting to explain it.]

Code 9: Missing.

Scientific Police Weapons
At the crime scene,
A murder has been investigators have gathered
committed but the every possible shred of
suspect denies evidence imaginable: fibres
from fabrics, hairs, finger
everything. He marks, cigarette ends…The few
claims not to know hairs found on the victim’s
jacket are red. And they look
the victim. He says strangely like the suspect’s. If
he never knew him, it could be proved that these
never went near him, hairs are indeed his, this would
be evidence that he had in fact
never touched him… met the victim.
The police and the Every individual is unique
judge are convinced Specialists set to work. They
that he is not telling examine some cells at the root
the truth. But how to of these hairs and some of the
suspect’s blood cells. In the
prove it? nucleus of each cell in our
bodies there is DNA. What is
it? DNA is like a necklace
made of two twisted strings
Microscope in a
police laboratory
POLICE
of pearls. Imagine that these
pearls come in four different
colours and that thousands of
coloured pearls (which make
up a gene) are strung in a very
specific order. In each
individual this order is exactly
the same in all the cells in the
body: those of the hair roots as
well as those of the big toe,
those of the liver and those of
the stomach or blood. But the
order of the pearls varies from
one person to another. Given
the number of pearls strung in
this way, there is very little
chance of two people having
the same DNA, with the
exception of identical twins.
Unique to each individual,
DNA is thus a sort of genetic
identity card.
Geneticists are therefore able to
compare the suspect’s genetic
identity card (determined from his
blood) with that of the person with
the red hair. If the genetic card is
the same, they will know that the
suspect did in fact go near the
victim he said he’d never met.
Just one piece of evidence
More and more often in cases of
sexual assault, murder, theft or
other crimes, the police are having
genetic analyses done. Why? To
try to find evidence of contact
between two people, two objects or
a person and an object. Proving
such contact is often very useful to
the investigation. But it does not
necessarily provide proof of a
crime. It is just one piece of
evidence amongst many others.
Anne Versailles
We are made up of billions of
cells
Every living thing is made up of
lots of cells. A cell is very small
indeed. It can also be said to be
microscopic because it can only be
seen using a microscope which
magnifies it many times. Each cell
has an outer membrane and a
nucleus in which the DNA is found.
100
Genetic what?
DNA is made up of a number of
genes, each consisting of thousands
of “pearls”. Together these genes
form the genetic identity card of a
person.
How is the genetic identity
card revealed?
The geneticist takes the few cells
from the base of the hairs found on
the victim, or from the saliva left
on a cigarette end. He puts them
into a product which destroys
everything around the DNA of the
cells. He then does the same thing
with some cells from the suspect’s
blood. The DNA is then specially
prepared for analysis. After this, it
is placed in a special gel and an
electric current is passed through
the gel. After a few hours, this
produces stripes similar to a bar
code (like the ones on things we
buy) which are visible under a
special lamp. The bar code of the
suspect’s DNA is then compared
with that of the hairs found on the
victim.
 101

Refer to the magazine article on the opposite page to answer the questions below.

R100Q04
Question 4: POLICE

To explain the structure of DNA, the author talks about a pearl necklace. How do
these pearl necklaces vary from one individual to another?

A They vary in length.

B The order of the pearls is different.
C The number of necklaces is different.
D The colour of the pearls is different.

POLICE SCORING 4
QUESTION INTENT: Retrieving Information: locating explicitly stated information

Full credit

Code 1: The order of the pearls is different.

No credit

Code 0: Other responses.

Code 9: Missing.

R100Q05
Question 5: POLICE

What is the purpose of the box headed “How is the genetic identity card revealed”?

To explain

A what DNA is.

B what a bar code is.
C how cells are analysed to find the pattern of DNA.
D how it can be proved that a crime has been committed.

POLICE SCORING 5
QUESTION INTENT: Developing an Interpretation: drawing an inference

Full credit

Code 1: how cells are analysed to find the pattern of DNA.

No credit

Code 0: Other responses.

Code 9: Missing.
 102

R100Q06
Question 6: POLICE

What is the author’s main aim?

A To warn.
B To amuse.
C To inform.
D To convince.

POLICE SCORING 6
QUESTION INTENT: Forming a Broad Understanding: identifying the general
purpose

Full credit

Code 1: To inform.

No credit

Code 0: Other responses.

Code 9: Missing.

R100Q07
Question 7: POLICE

The end of the introduction (the first shaded section) says: “But how to prove it?”

According to the passage, investigators try to find an answer to this question by

A interrogating witnesses.
B carrying out genetic analyses.
C interrogating the suspect thoroughly.
D going over all the results of the investigation again.

POLICE SCORING 7
QUESTION INTENT: Developing an Interpretation: drawing an inference

Full credit

Code 1: carrying out genetic analyses.

No credit

Code 0: Other responses.

Code 9: Missing.
 103

WARRANTY
Warranty Text 1

Video House CAMERA SHOTS VIDEO HOUSE

89 ELIZABETH STREET, MELBOURNE 3000 89 ELIZABETH STREET
PHONE: 9670 9601 FAX: 9602 5527 MELBOURNE VIC 3000
http://www.camerashots.com.au 9670 9601
CUSTOMER
SARAH BROWN INVOICE 26802 DATE 18/10/99 TIME 12:10
151 GLENLYON STREET
ACCOUNT 195927 SALES 24 RAY REG. 16
BRUNSWICK VIC 3057

PRODUCT DESCRIPTION SERIAL No LIST QTY NET TOTAL EX

150214 ROLLY FOTONEX 250 ZOOM 30910963 1 249.08 249.08 X
33844 TRIPOD 1 5.66 5.66 X

Sub-Total 254.74
Transaction . . . . . . . . . Amount . . . Change
Visa/Bank Card $254.74
Total 254.74
Thank you for your business
 104

On the opposite page is the receipt that Sarah received when she bought her new
camera. Below is the warranty card for the camera. Use these documents to answer
the questions which follow.

Warranty Text 2
ONE YEAR WARRANTY:(Private Users)
VALID ONLY IN AUSTRALIA
VIDEO HOUSE & COMPANY PTY LTD – ACN 008 458 884
(‘VIDEO HOUSE’) warrants to the initial owner that the camera is
free of any defects in material or workmanship. This warranty is not
transferable.
Video House will service, repair or replace at its election, and free of
charge, any part which is found upon inspection by Video House to
be defective in material or workmanship during the warranty
period(s).

PLEASE PRINT CLEARLY

NO. M 409668
Camera – Model
.............................................................................................
Serial No:
Name of Owner: SARAH BROWN
Address: 151 GLENLYON STREET
BRUNSWICK VIC 3057
Date Purchased:
Purchase Price:

Rubber Stamp of Dealer

PLEASE NOTE:
Post Immediately – Postage Stamp Necessary
This warranty card should be completed and returned to
Video House within 10 days of purchase.
International Warranty Card issued on request.

R107Q01
Question 1: WARRANTY

Use the details on the receipt to complete the warranty card.

The name and address of the owner have already been filled in.

WARRANTY SCORING 1

No credit

Code 9: Missing. Use this code only if there is no attempt on any part of the
Warranty form. Write “9” once next to item code
 105

WARRANTY SCORING 1A (MODEL)

QUESTION INTENT: Retrieving Information: using information from another source
to fill out a form

Full credit

Code 1: Correctly identifies model.

• Rolly Fotonex 250 zoom.
• Rolly Fotonex.
• Fotonex.

No credit

Code 0: Other responses.

• 150214. [Product number rather than camera name and model.]
• Rolly fotonex 250 Zoom Tripod. [Includes redundant and potentially
confusing information. Shows poor understanding of the organisation and
substance of the receipt.]

Code 8: Off task.

WARRANTY SCORING 1B (SERIAL NUMBER)

QUESTION INTENT: Retrieving Information: using information from another source
to fill out a form

Full credit

Code 1: 30910963

No credit

Code 0: Other responses.

Code 8: Off task.

WARRANTY SCORING 1C (DATE OF PURCHASE)

QUESTION INTENT: Retrieving Information: using information from another source
to fill out a form

Full credit

Code 1: 18/10/99
Date may be given in another form, but must include date, month and year.
• 18 October 1999
May give redundant related information (time).
• 18/10/99, 12:10 pm
 106

No credit

Code 0: Other responses.

• 18.10.97. [Inaccurate year notation (wrong year).]

Code 8: Off task.

WARRANTY SCORING 1D (PURCHASE PRICE)

QUESTION INTENT: Retrieving Information: using information from another source
to fill out a form

Full credit

Code 1: ($) 249.08

No credit

Code 0: Other responses.

• ($) 254.74

Code 8: Off task.

R107Q02- 0 1 8 9
Question 2: WARRANTY

How long does Sarah have, to return the warranty card?

...................................................................................................................................

WARRANTY SCORING 2
QUESTION INTENT: Retrieving Information: literal match

Full credit

Code 1: Indicates 10 days.

• Ten days.
• Within 10 days of purchase.

No credit

Code 0: Other responses.

Code 8: Off task.

Code 9: Missing.
R107Q03- 0 1 8 9
Question 3: WARRANTY

What else did Sarah buy while she was in the store?

...................................................................................................................................
 107

WARRANTY SCORING 3
QUESTION INTENT: Retrieving Information

Full credit

Code 1: A tripod.

No credit

Code 0: Other responses.

Code 8: Off task.

Code 9: Missing.

R107Q05- 0 1 8 9
Question 5: WARRANTY

The words “Thank you for your business” are printed on the bottom of the receipt.
One possible reason for this is simply to be polite. What is another possible reason?

...................................................................................................................................

WARRANTY SCORING 5
QUESTION INTENT: Reflecting on the Form of a Text

Full credit

Code 1: Refers either explicitly or implicitly to development of the business–

customer relationship.
• It’s good for business to be nice to you.
• To create a good relationship with the customer.
• They want you to come back.

No credit

Code 0: Other responses.

• They’re being polite.
• They’re glad you bought the camera from them.
• They want you to feel special.
• To let the customers know they are appreciated.

Code 8: Off task.

Code 9: Missing.
 108

A JUST JUDGE

Just Judge Text

Refer to the story A Just Judge, which starts on the next page, to answer the
questions which follow it.

A JUST JUDGE

An Algerian king named Bauakas wanted to find out whether or not it was true, as
he had been told, that in one of his cities lived a just judge who could instantly discern
the truth, and from whom no rogue was ever able to conceal himself. Bauakas
exchanged clothes with a merchant and went on horseback to the city where the
judge lived.
At the entrance to the city a cripple approached the king and begged alms of him.
Bauakas gave him money and was about to continue on his way, but the cripple
clung to his clothing.
“What do you wish?” asked the king. “Haven’t I given you money?”
“You gave me alms,” said the cripple, “now grant me one favour. Let me ride with
you as far as the city square, otherwise the horses and camels may trample me.”
Bauakas sat the cripple behind him on the horse and took him as far as the city
square. There he halted his horse, but the cripple refused to dismount.
“We have arrived at the square, why don’t you get off?” asked Bauakas.
“Why should I?” the beggar replied. “This horse belongs to me. If you are unwilling
to return it, we shall have to go to court.”
Hearing their quarrel, people gathered around them shouting:
“Go to the judge! He will decide between you!”
Bauakas and the cripple went to the judge. There were others in court, and the
judge called upon each one in turn. Before he came to Bauakas and the cripple he
heard a scholar and a peasant. They had come to court over a woman: the peasant
said she was his wife, and the scholar said she was his. The judge heard them both,
remained silent for a moment, and then said:
“Leave the woman here with me, and come back tomorrow.”
When they had gone, a butcher and an oil merchant came before the judge. The
butcher was covered with blood, and the oil merchant with oil. In his hand the butcher
held some money, and the oil merchant held onto the butcher’s hand.
“I was buying oil from this man,” the butcher said, “and when I took out my purse
to pay him, he seized me by the hand and tried to take all my money away from me.
That is why we have come to you—I holding onto my purse, and he holding onto my
hand. But the money is mine, and he is a thief.”
Then the oil merchant spoke. “That is not true,” he said. “The butcher came to me
to buy oil, and after I had poured him a full jug, he asked me to change a gold piece
for him. When I took out my money and placed it on a bench, he seized it and tried to
run off. I caught him by the hand, as you see, and brought him here to you.”
he judge remained silent for a moment, then said: “Leave the money here with
me, and come back tomorrow.”
When his turn came, Bauakas told what had happened. The judge listened to him,
and then asked the beggar to speak.
 109

“All that he said is untrue,” said the beggar. “He was sitting on the ground, and as I
rode through the city he asked me to let him ride with me. I sat him on my horse and
took him where he wanted to go. But when we got there he refused to get off and
said that the horse was his, which is not true.”
The judge thought for a moment, then said, “Leave the horse here with me, and
come back tomorrow.”
The following day many people gathered in court to hear the judge’s decisions.
First came the scholar and the peasant.
“Take your wife,” the judge said to the scholar, “and the peasant shall be given
fifty strokes of the lash.”
The scholar took his wife, and the peasant was given his punishment.
Then the judge called the butcher.
“The money is yours,” he said to him. And pointing to the oil merchant he said:
“Give him fifty strokes of the lash.”
He next called Bauakas and the cripple.
“Would you be able to recognise your horse among twenty others?” he asked
Bauakas.
“I would,” he replied.
“And you?” he asked the cripple.
“I would,” said the cripple.
“Come with me,” the judge said to Bauakas.
They went to the stable. Bauakas instantly pointed out his horse among the twenty
others. Then the judge called the cripple to the stable and told him to point out the
horse. The cripple recognised the horse and pointed to it. The judge then returned to
his seat.
“Take the horse, it is yours,” he said to Bauakas. “Give the beggar fifty strokes of
the lash.”
When the judge left the court and went home, Bauakas followed him.
“What do you want?” asked the judge. “Are you not satisfied with my decision?”
“I am satisfied,” said Bauakas. “But I should like to learn how you knew that the
woman was the wife of the scholar, that the money belonged to the butcher, and that
the horse was mine and not the beggar’s.”
“This is how I knew about the woman: in the morning I sent for her and said:
‘Please fill my inkwell.’ She took the inkwell, washed it quickly and deftly, and filled it
with ink; therefore it was work she was accustomed to. If she had been the wife of
the peasant she would not have known how to do it. This showed me that the scholar
was telling the truth.
“And this is how I knew about the money: I put it into a cup full of water, and in the
morning I looked to see if any oil had risen to the surface. If the money had belonged
 110

to the oil merchant it would have been soiled by his oily hands. There was no oil on
the water; therefore, the butcher was telling the truth.
“It was more difficult to find out about the horse. The cripple recognised it among
twenty others, even as you did. However, I did not take you both to the stable to see
which of you knew the horse, but to see which of you the horse knew. When you
approached it, it turned its head and stretched its neck toward you; but when the
cripple touched it, it laid back its ears and lifted one hoof. Therefore I knew that you
were the horse’s real master.”
Then Bauakas said to the judge: “I am not a merchant, but King Bauakas, I came
here in order to see if what is said of you is true. I see now that you are a wise judge.
Ask whatever you wish of me, and you shall have it as reward.”
“I need no reward,” replied the judge. “I am content that my king has praised me.”

R109Q01
Question 1: JUST JUDGE

Near the beginning of the story we are told that Bauakas exchanged clothes with a
merchant.

Why didn't Bauakas want to be recognised?

A He wanted to see if he would still be obeyed when he was an “ordinary” person.

B He planned to appear in a case before the judge, disguised as a merchant.
C He enjoyed disguising himself so he could move about freely and play tricks on
his subjects.
D He wanted to see the judge at work in his usual way, uninfluenced by the
presence of the king.

JUSTJUDGE SCORING 1
QUESTION INTENT: Developing an Interpretation: inferring a character’s motives or
intentions

Full credit

Code 1: He wanted to see the judge at work in his usual way, uninfluenced by the
presence of the king.

No credit

Code 0: Other responses.

Code 9: Missing.
 111

R109Q03
Question 3: JUST JUDGE

How did the judge know that the woman was the wife of the scholar?

A By observing her appearance and seeing that she did not look like a peasant’s
wife.
B By the way the scholar and the peasant told their stories in court.
C By the way she reacted to the peasant and the scholar in court.
D By testing her skill in work that she needed to perform for her husband.

JUSTJUDGE SCORING 3
QUESTION INTENT: Retrieving Information: synonymous match

Full credit

Code 1: By testing her skill in work that she needed to perform for her husband.

No credit

Code 0: Other responses.

Code 9: Missing.

R109Q04- 0 1 2 3 4 8 9
Question 4: JUST JUDGE

Do you think it was fair of the judge to give the SAME punishment for all the crimes?

Explain your answer, referring to similarities or differences between the three cases
in the story.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

JUST JUDGE SCORING 4

QUESTION INTENT: Reflecting on the Content of a Text: testing a mental
representation of what happens in the text against a belief
based on prior information

Full credit

Code 4: Evaluates the fairness of the punishments in relation to each other, in

terms of similarity or difference of offences. Shows accurate understanding
of the crimes.
 112

• No, it is a much more serious crime to try to steal someone’s wife than
to steal their money or their horse.
• All three criminals tried to cheat someone and then lied about it, so it
was fair that they were punished in the same way.
• It’s hard to say. The peasant, the oil merchant and the beggar all wanted
to steal something. On the other hand the things they wanted to steal
were not equally valuable.

No credit

Code 3: Shows accurate understanding of the crimes and/or the punishments

without evaluating them.
• The judge gave fifty strokes to the three criminals. Their crimes were
stealing a woman, stealing money and stealing a horse.

Code 2: Demonstrates a misunderstanding of the crimes or the punishments.

• I think the case of the peasant and the scholar was different from the
other two because it was more like a divorce, where the other two were
thefts. So the peasant should not have been punished.

Code 1: Evaluates the fairness of the punishment per se (ie. answers as if the
question were, “Is fifty strokes of the lash a just punishment?”)
• No, fifty lashes is much too harsh a punishment for any of these crimes.
• Yes, severe punishments are necessary because that way the criminals
won’t try to do it again.
• No, I don’t think the punishments were strong enough.
• He was too severe.

Code 0: Answers irrelevantly or vaguely, without explanation or with inadequate

explanation or in a way which is inconsistent with the content of the story.
• Yes, I think it was fair.

Code 8: Off task.

Code 9: Missing.

Example responses
Code 4:
No, because I could be a petty criminal and you could get life.

• Yes because he was a just judge. [Post hoc argument (begging the question).]

• I don’t think it was fair to have the same punishment because they were all different
cases. [“Different” is not a sufficient evaluation of the crimes to explain why the
punishments should be different. (compare first example under code 4).]

• No, because there were different circumstances involved.

• Yes, all the three cases had a good and bad person, the so called baddie should’ve
been punished for doing the wrong thing. [Not an evaluation of the offences.]

• No, some of the crimes were worse than others. [Minimal Code 4 answer: gives a
criterion (“worse”) for the varying punishments.]
• Yes, they all lied.
 113

Code 0:

No, because I could be a petty criminal and you could get life.

• Yes because he was a just judge. [Post hoc argument (begging the question).]

• I don’t think it was fair to have the same punishment because they were all different
cases. [“Different” is not a sufficient evaluation of the crimes to explain why the
punishments should be different. (compare first example under code 4).]

• No, because there were different circumstances involved.

• Yes, all the three cases had a good and bad person, the so called baddie should’ve
been punished for doing the wrong thing. [Not an evaluation of the offences.]

R109Q05
Question 5: JUST JUDGE

What is this story mainly about?

A Major crimes.
B Wise justice.
C A good ruler.
D A clever trick.

JUSTJUDGE SCORING 5
QUESTION INTENT: Forming a Broad Understanding: identifying the main theme of
a story

Full credit

Code 1: Wise justice.

No credit

Code 0: Other responses.

Code 9: Missing.

R109Q09- 0 1 8 9
Question 9: JUST JUDGE

For this question you need to compare law and justice in your country with the law
and justice shown in the story.

In the story crimes are punished under the law. What is another way in which law and
justice in your country are SIMILAR to the kind of law and justice shown in this story?

...................................................................................................................................

...................................................................................................................................

In the story the judge gives fifty strokes of the lash for all the crimes. Apart from the
kind of punishment, what is one way in which law and justice in your country are
 114

DIFFERENT to the kind of law and justice shown in this story?

...................................................................................................................................

...................................................................................................................................

JUSTJUDGE SCORING 9
QUESTION INTENT: Reflecting on the Content of a Text: drawing comparisons
between concepts represented in the story and own knowledge

Consider the first part of the response only (“similar”). Enter code for R109Q09a.
Full credit

Code 1: Describes one similarity. Shows accurate comprehension of the story.

Comparison with a feature of the national legal system is either explicitly
stated or may be readily inferred. Accurate knowledge of national legal
systems is not essential, but take into account what background
knowledge about the law in your country it would be reasonable to expect
of a 15 year old.
• Rulings made on evidence.
• Both sides allowed to give their version of the truth.
• Equality before the law (it doesn’t matter who you are).
• There is a judge presiding over the court.
• The same punishment is given for similar offences.

No credit

Code 0: Other responses., including vague, inaccurate and irrelevant answers.

• Don’t know right from wrong.
• Even important rulers of countries can be called to court.
• Punishment. [Excluded by the question.]

Code 8: Off task.

Code 9: Missing.

Example responses

Code 1:
• The people in court are judged by different evidence which can be found.
• Each person gets to have their say.
• That they were taken to court to discuss the outcome.
• The justice system in this story has an impartial person to decide the
truth, the judge.
• Court system. [Unlike “punishment” (Code 0) not all systems of law have
courts.]
• Both people’s arguments were heard.
• Judges also have to be wise and just in our system. [Value judgment,
consistent with accurate understanding of the story.]
 115

Consider the second part of the response only (“different”). Enter Code for R109Q09b.

Full credit

Code 1: Describes one difference. Shows accurate comprehension of the story.

Comparison with a feature of the national legal system is either explicitly
stated or may be readily inferred. Accurate knowledge of national legal
systems is not essential. (For example “no jury” may be accepted as a
“difference”, although in some modern courts there is no jury.)Take into
account what background knowledge about the law in your country it would
be reasonable to expect of a 15 year old.
• No lawyers.
• Judge carries out his own investigation.
• It’s very quick, whereas in modern courts usually cases take weeks.
• No jury; there doesn’t seem to be any way of appealing.
• The punishment is much harsher. [a qualitative comment on the
kind of punishment]
• The same punishment is given regardless of the offence.

No credit

Code 0: Other responses., including vague, inaccurate and irrelevant answers.

• Punishment.
• Old fashioned.
• Court system.
• People do not receive the lash. [Exluded by question.]

Code 8: Off task.

Code 9: Missing.

Example responses

Code 1:
• A board of 12 judges – a jury – is used instead of a single judge.
• There weren’t any lawyers or a jury.
• No jury or hard evidence.
• The judge’s word was final.
• We do the judging inside the courtroom.
• The judges don’t use little “tests” like the just judge.
• The story had a just judge. [States or implies value judgment or opinion
about national legal system. Answer is consistent with accurate
understanding of the story, so credit even though it happens to be
identical with the story’s title.]

Code 0:
• The outcome, the rulings.
• Don’t wear wigs.
 116
R109Q10
Question 10: JUST JUDGE

Which one of the following best describes this story?

A A folk tale. B A travel story.

C An historical account. D A tragedy.
E A comedy.

JUSTJUDGE SCORING 10
QUESTION INTENT: Reflecting on the Form of a Text: recognising the genre of a
story
Full credit
Code 1: A folk tale.

No credit
Code 0: Other responses.

Code 9: Missing.
 117

RUNNERS

FEEL GOOD IN
YOUR RUNNERS
For 14 years the Sports
Medicine Centre of Lyon
(France) has been
studying the injuries of
young sports players and
sports professionals. The
study has established
that the best course is
prevention … and
good shoes.

tibia or on the heel. This It must also provide

is what is known as players with good stability
Knocks, falls, wear “footballer’s foot”, a so that they do not slip
and tear... deformity caused by on a wet ground or skid
shoes with soles and on a surface that is too
Eighteen per cent of
ankle parts that are too dry.
sports players aged 8 to
flexible.
12 already have heel Finally, it must absorb
injuries. The cartilage of Protect, support, shocks, especially those
a footballer's ankle does stabilise, absorb suffered by volleyball and
not respond well to basketball players who
shocks, and 25% of If a shoe is too rigid, it are constantly jumping.
professionals have restricts movement. If it
is too flexible, it increases Dry feet
discovered for
themselves that it is an the risk of injuries and
To avoid minor but
especially weak point. sprains. A good sports
painful conditions such
The cartilage of the shoe should meet four
as blisters or even splits
delicate knee joint can criteria:
or athlete’s foot (fungal
also be irreparably Firstly, it must provide infections), the shoe must
damaged and if care is exterior protection: allow evaporation of
not taken right from resisting knocks from the perspiration and must
childhood (10–12 years ball or another player, prevent outside
of age), this can cause coping with unevenness dampness from getting
premature osteoarthritis. in the ground, and in. The ideal material for
The hip does not escape keeping the foot warm this is leather, which can
damage either and, and dry even when it is be water-proofed to
particularly when tired, freezing cold and raining. prevent the shoe from
players run the risk of getting soaked the first
fractures as a result of It must support the foot, time it rains.
falls or collisions. and in particular the
ankle joint, to avoid
According to the study, sprains, swelling and
footballers who have other problems, which
been playing for more may even affect the
than ten years have bony knee.
outgrowths either on the
 118

Use the article on the opposite page to answer the questions below.

R110Q01
Question 1: RUNNERS

What does the author intend to show in this text?

A That the quality of many sports shoes has greatly improved.

B That it is best not to play football if you are under 12 years of age.
C That young people are suffering more and more injuries due to their poor physical
condition.
D That it is very important for young sports players to wear good sports shoes.

RUNNERS SCORING 1
QUESTION INTENT: Forming a Broad Understanding

Full credit

Code 1: That it is very important for young sports players to wear good sports
shoes.

No credit

Code 0: Other responses.

Code 9: Missing.

R110Q04- 0 1 9
Question 4: RUNNERS

According to the article, why should sports shoes not be too rigid?

...................................................................................................................................

RUNNERS SCORING 4
QUESTION INTENT: Retrieving Information: selecting explicitly stated information

Full credit

Code 1: Refers to restriction of movement.

• They restrict movement.
• They prevent you from running easily.

No credit

Code 0: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer.
• To avoid injuries.
• They can't support the foot.
• Because you need to support the foot and ankle.
 119

OR: Gives insufficient or vague answer.

• Otherwise they are not suitable.

Code 9: Missing.

R110Q05- 0 1 9
Question 5: RUNNERS

One part of the article says, “A good sports shoe should meet four criteria.”

What are these criteria?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

RUNNERS SCORING 5
QUESTION INTENT: Retrieving Information

Full credit

Code 1: Refers to the four criteria in italics in the text. Each reference may be a
direct quotation, a paraphrase or an elaboration of the criterion. Criteria
may be given in any order. The four criteria are:
(1) To provide exterior protection
(2) To support the foot
(3) To provide good stability
(4) To absorb shocks
• 1 Exterior protection
2 Support of the foot
3 Good stability
4 Shock absorption
• It must provide exterior protection, support the foot, provide the player
with good stability and must absorb shocks.
• Protect, support, stabilise, absorb. [Quotes sub-heading of this section of
text.]

No credit

Code 0: Other responses.

• 1. Protect against knocks from the ball or feet.
2. Cope with unevenness in the ground.
3. Keep the foot warm and dry.
4. Support the foot.
[First three points in this response are all part of criterion 1 (provide
exterior protection).]

Code 9: Missing.
 120

R110Q06
Question 6: RUNNERS

Look at this sentence from near the end of the article. It is presented here in two
parts:

“To avoid minor but painful conditions such as blisters or even (first part)
splits or athlete’s foot (fungal infections),…”

“…the shoe must allow evaporation of perspiration and must (second part)
prevent outside dampness from getting in.”

What is the relationship between the first and second parts of the sentence?

The second part

A contradicts the first part.

B repeats the first part.
C illustrates the problem described in the first part.
D gives the solution to the problem described in the first part.

RUNNERS SCORING 6
QUESTION INTENT: Developing an Interpretation: recognising the relationship
between two sentences, without explicit markings (connectors)

Full credit

Code 1: gives the solution to the problem described in the first part.

No credit

Code 0: Other responses.

Code 9: Missing.
 121

IN POOR TASTE

from Arnold Jago

Did you know that in 1996 we spent almost the same amount on chocolate as
our Government spent on overseas aid to help the poor?
Could there be something wrong with our priorities? What are you going to do
about it? Yes, you.

Arnold Jago,
Mildura

The letter on the opposite page appeared in an Australian newspaper in 1997. Refer to
the letter to answer the questions below.

R112Q01
Question 1: IN POOR TASTE

Arnold Jago’s aim in the letter is to provoke

A guilt.
B amusement.
C fear.
D satisfaction.

IN POOR TASTE SCORING 1

QUESTION INTENT: Reflecting on the Form of a Text: Identifying the writer’s intent

Full credit

Code 1: guilt.

No credit

Code 0: Other responses.

Code 9: Missing

R112Q03- 0 1 2 3 4 8 9
Question 3: IN POOR TASTE

What kind of response or action do you think Arnold Jago would like his letter to
prompt?

...................................................................................................................................

...................................................................................................................................
 122

...................................................................................................................................

IN POOR TASTE SCORING 3

QUESTION INTENT: Reflecting on the Content of a Text

Full credit

Code 4: Government/individuals should spend more on (overseas) aid.

• People donating more money to overseas aid.
• Donate money to charities.
• People should spend less on chocolate and more on the poor.

Code 3: Government/individuals should change their priorities or awareness.

• Change our priorities.
• He would like people to raise their awareness about how we
spend our resources.

No credit

Code 2: Identifies the writer’s strategy, to make the reader feel guilty.
• Feel guilty / ashamed.

Code 1: Spend less on chocolate / be less greedy.

• Not buy any more chocolate.
• Stop eating junk food.

Code 0: Other responses., including vague, inappropriate or irrelevant answers.

• He would like the government to be sacked.
• He would like people to say, “I will donate all my money to charity.”
• Nothing.
• I don’t agree with Arnold Jago.
• Agree with him.

Code 8: Off task.

Code 9: Missing.

Example responses

Code 4:
• People spending less money on chocolate and more on the overseas sick.
[Limited sense of aid, but still gets main thrust.]
• That people don’t spend all their money on chocolate rather than overseas. [Poorly
expressed but has some sense of the interrelationship Jago refers to. Contains
elements of Code 4 and Code 1, so choose higher code. Assume that “overseas”
was supposed to be “overseas aid”.]
 An increase in the spending of people and Government towards overseas aid to help
the poor. He also wants people to feel guilty and buy less chocolate or to donate
money to overseas aid for the poor. [Mixed answer: elements of Codes
1, 2 and 4 – choose Code at the top of hierarchy.]
 123
• People instead of buying and eating chocolate should give to a good cause and not
be so self-indulgent. [Only vague reference to overseas aid but “spend on
something useful and not on something trivial” is the emphasis, which is closest to
Code 4.]

Code 3:
 People stirred up to think more of helping others than indulging in personal
pleasures. [Focuses on attitude (“think more”) rather than action.]
• People’s awareness that the poor need our help, for people to do something
about it. [Emphasis on awareness.]

Code 1:

 He would like to see us doing more with ourselves than pigging out on chocolate.
[Misses the main point of what the “something else” is; emphasis is on eating.]

Code 0:

• on how to fund raise for overseas using chocolate or to see a general response to
his letter
• I think he wants other people to agree and to start to do something about it. [Too
vague.]
• I think he would like letters with written opinions and what they should do to help this
problem. [Vague unspecified support/discussion of the issue. Equivalent to “Agree
with him”.]

BULLYING
Bullying Text
PARENTS LACK AWARENESS
OF BULLYING
Only one in three parents polled is
aware of bullying involving their
children, according to an Education
Ministry survey released on
Wednesday.
The survey, conducted between
December 1994 and January 1995,
involved some 19,000 parents,
teachers and children at primary,
junior and senior high schools where
bullying has occurred.
The survey, the first of its kind
conducted by the Ministry, covered
students from the fourth grade up.
According to the survey, 22 per cent of
the primary school children polled said
they face bullying, compared with 13
per cent of junior high school children
and 4 per cent of senior high school
students.
On the other hand, some 26 per
cent of the primary school children
said they have bullied, with the
percentage decreasing to 20 per cent
for junior high school children and 6
per cent for senior high school
students.
Of those who replied that they have
been bullies, between 39 and 65 per
cent said they also have been bullied.
The survey indicated that 37 per
cent of the parents of bullied primary
school children were aware of bullying
targeted at their children. The figure
was 34 per cent for the parents of
junior high school children and 18 per
cent for those of the senior high school
students.
Of the parents aware of the
bullying, 14 per cent to 18 per cent
said they had been told of bullying by
teachers. Only 3 per cent to 4 per cent
of the parents learned of the bullying
124
from their children, according to the
survey.
The survey also found that 42 per
cent of primary school teachers are
not aware of bullying aimed at their
students. The portion of such teachers
was 29 per cent at junior high schools
and 69 per cent at senior high schools.
Asked for the reason behind
bullying, about 85 per cent of the
teachers cited a lack of education at
home. Many parents singled out a lack
of a sense of justice and compassion
among children as the main reason.
An Education Ministry official said
the findings suggest that parents and
teachers should have closer contact
with children to prevent bullying.
School bullying became a major
issue in Japan after 13-year-old
Kiyoteru Okouchi hanged himself in
Nishio, Aichi Prefecture, in the fall of
1994, leaving a note saying that
classmates had repeatedly dunked
him in a nearby river and extorted
money from him.
The bullying-suicide prompted the
Education Ministry to issue a report on
bullying in March 1995 urging teachers
to order bullies not to come to school.
 125

The article on the opposite page appeared in a Japanese newspaper in 1996. Refer
to it to answer the questions below.

R118Q02- 0 1 8 9
Question 2: BULLYING

Why does the article mention the death of Kiyoteru Okouchi?

...................................................................................................................................

...................................................................................................................................

BULLYING SCORING 2
QUESTION INTENT: Developing an Interpretation: linking local and global cohesion

Full credit

Code 1: Relates the bullying-suicide incident to public concern and / or the survey
OR refers to the idea that the death was associated with extreme bullying.
Connection may be explicitly stated or readily inferred.
• To explain why the survey was conducted.
• To give the background to why people are so concerned about bullying in
Japan.
• He was a boy who committed suicide because of bullying.
• To show how far bullying can go.
• It was an extreme case.
• He hanged himself and he left a note saying that he was bullied in many
hurtul ways. e.g. bulllies took his money and they also dunked him in a
nearby stream many times. [A description of the extremity of the case.]
• This is mentioned because they feel it is important to try and stop
bullying and for parents and teachers to keep a close eye on the
children because they might do the same thing if it goes on for too long
without help. [A very long winded way of saying that the incident
showed how much public awareness needed to be raised.]

No credit

Code 0: Vague or inaccurate answer, including suggestion that the mention of

Kiyoteru Okouchi is sensationalist.
• He was a Japanese school boy.
• There are many cases like this all over the world.
• It’s just to grab your attention.
• Because he was bullied. [Seems to be answering the question, “why
did he commit suicide?”, not why is it mentioned in the article, so
fails to define connection. Not implicit enough.]
• Because the extent of bullying gone unnoticed. [Can’t make sense of it.
confuses cause and effect.]

Code 8: Off task.

Code 9: Missing.
 126

R118Q03
Question 3: BULLYING

What percentage of teachers at each type of school was not aware that their
students were being bullied?

Circle the alternative (A, B, C or D) which best represents this.

A B

Senior High Senior High

Junior High Junior High

Primary Primary

0 20 40 60 80 100 0 20 40 60 80 100
% of teachers unaware of bullying % of teachers unaware of bullying

C D

Senior High Senior High

Junior High Junior High

Primary Primary

0 20 40 60 80 100 0 20 40 60 80 100
% of teachers unaware of bullying % of teachers unaware of bullying

BULLYING SCORING 3
QUESTION INTENT: Developing an Interpretation: recognising graphical
representation of information given in written text

Full credit

Code 1: Circles A (letter A or graph).

No credit

Code 0: Other responses.

Code 9: Missing.
 127

GIFT
THE GIFT
How many days, she wondered, had she sat like this, watching the cold brown water
inch up the dissolving bluff. She could just faintly remember the beginning of the rain,
driving in across the swamp from the south and beating against the shell of her house.
Then the river itself started rising, slowly at first until at last it paused to turn
5 back. From hour to hour it slithered up creeks and ditches and poured over low places.
In the night, while she slept, it claimed the road and surrounded her so that she sat
alone, her boat gone, the house like a piece of drift lodged on its bluff. Now even
against the tarred planks of the supports the waters touched. And still they rose.
As far as she could see, to the treetops where the opposite banks had been, the
10 swamp was an empty sea, awash with sheets of rain, the river lost somewhere in its
vastness. Her house with its boat bottom had been built to ride just such a flood, if
one ever came, but now it was old. Maybe the boards underneath were partly rotted
away. Maybe the cable mooring the house to the great live oak would snap loose and
let her go turning downstream, the way her boat had gone.
15 No one could come now. She could cry out but it would be no use, no one would
hear. Down the length and breadth of the swamp others were fighting to save what
little they could, maybe even their lives. She had seen a whole house go floating by,
so quiet she was reminded of sitting at a funeral. She thought when she saw it she
knew whose house it was. It had been bad seeing it drift by, but the owners must
20 have escaped to higher ground. Later, with the rain and darkness pressing in, she
had heard a panther scream upriver.
Now the house seemed to shudder around her like something alive. She reached
out to catch a lamp as it tilted off the table by her bed and put it between her feet to
hold it steady. Then creaking and groaning with effort the house struggled up from
25 the clay, floated free, bobbing like a cork and swung out slowly with the pull of the
river. She gripped the edge of the bed. Swaying from side to side, the house moved
to the length of its mooring. There was a jolt and a complaining of old timbers and
then a pause. Slowly the current released it and let it swing back, rasping across its
resting place. She caught her breath and sat for a long time feeling the slow
30 pendulous sweeps. The dark sifted down through the incessant rain, and, head on
arm, she slept holding on to the bed.
Sometime in the night the cry awoke her, a sound so anguished she was on her
feet before she was awake. In the dark she stumbled against the bed. It came from
out there, from the river. She could hear something moving, something large that
35 made a dredging, sweeping sound. It could be another house. Then it hit, not head on
but glancing and sliding down the length of her house. It was a tree. She listened as
the branches and leaves cleared themselves and went on downstream, leaving only
the rain and the lappings of the flood, sounds so constant now that they seemed a part
of the silence. Huddled on the bed, she was almost asleep again when another
40 cry sounded, this time so close it could have been in the room. Staring into the dark,
she eased back on the bed until her hand caught the cold shape of the rifle. Then
crouched on the pillow, she cradled the gun across her knees. “Who’s there?” she
called.
The answer was a repeated cry, but less shrill, tired sounding, then the empty
45 silence closing in. She drew back against the bed. Whatever was there she could
hear it moving about on the porch. Planks creaked and she could distinguish the
 128

sounds of objects being knocked over. There was a scratching on the wall as if it
would tear its way in. She knew now what it was, a big cat, deposited by the uprooted
tree that had passed her. It had come with the flood, a gift.
50 Unconsciously she pressed her hand against her face and along her tightened
throat. The rifle rocked across her knees. She had never seen a panther in her life.
She had heard about them from others and heard their cries, like suffering, in the
distance. The cat was scratching on the wall again, rattling the window by the door.
As long as she guarded the window and kept the cat hemmed in by the wall and
55 water, caged, she would be all right. Outside, the animal paused to rake his claws
across the rusted outer screen. Now and then, it whined and growled.
When the light filtered down through the rain at last, coming like another kind of
dark, she was still sitting on the bed, stiff and cold. Her arms, used to rowing on the
river, ached from the stillness of holding the rifle. She had hardly allowed herself to
60 move for fear any sound might give strength to the cat. Rigid, she swayed with the
movement of the house. The rain still fell as if it would never stop. Through the grey
light, finally, she could see the rain-pitted flood and far away the cloudy shape of
drowned treetops. The cat was not moving now. Maybe he had gone away. Laying
the gun aside she slipped off the bed and moved without a sound to the window. It
65 was still there, crouched at the edge of the porch, staring up at the live oak, the
mooring of her house, as if gauging its chances of leaping to an overhanging branch.
It did not seem so frightening now that she could see it, its coarse fur napped into
twigs, its sides pinched and ribs showing. It would be easy to shoot it where it sat, its
long tail whipping back and forth. She was moving back to get the gun when it turned
70 around. With no warning, no crouch or tensing of muscles, it sprang at the window,
shattering a pane of glass. She fell back, stifling a scream, and taking up the rifle,
she fired through the window. She could not see the panther now, but she had
missed. It began to pace again. She could glimpse its head and the arch of its back
as it passed the window.
75 Shivering, she pulled back on the bed and lay down. The lulling constant sound of
the river and the rain, the penetrating chill, drained away her purpose. She watched
the window and kept the gun ready. After waiting a long while she moved again to
look. The panther had fallen asleep, its head on its paws, like a housecat. For the
first time since the rains began she wanted to cry, for herself, for all the people, for
80 everything in the flood. Sliding down on the bed, she pulled the quilt around her
shoulders. She should have got out when she could, while the roads were still open
or before her boat was washed away. As she rocked back and forth with the sway of
the house a deep ache in her stomach reminded her she hadn’t eaten. She couldn’t
remember for how long. Like the cat, she was starving. Easing into the kitchen, she
85 made a fire with the few remaining sticks of wood. If the flood lasted she would have
to burn the chair, maybe even the table itself. Taking down the remains of a smoked
ham from the ceiling, she cut thick slices of the brownish red meat and placed them
in a skillet. The smell of the frying meat made her dizzy. There were stale biscuits
from the last time she had cooked and she could make some coffee. There was
90 plenty of water.
While she was cooking her food, she almost forgot about the cat until it whined. It
was hungry too. “Let me eat,” she called to it, “and then I’ll see to you.” And she
laughed under her breath. As she hung the rest of the ham back on its nail the cat
growled a deep throaty rumble that made her hand shake.
95 After she had eaten, she went to the bed again and took up the rifle. The house
had risen so high now it no longer scraped across the bluff when it swung back from
the river. The food had warmed her. She could get rid of the cat while light still hung
 129

in the rain. She crept slowly to the window. It was still there, mewling, beginning to
move about the porch. She stared at it a long time, unafraid. Then without thinking
100 what she was doing, she laid the gun aside and started around the edge of the bed to
the kitchen. Behind her the cat was moving, fretting. She took down what was left of
the ham and making her way back across the swaying floor to the window she
shoved it through the broken pane. On the other side there was a hungry snarl and
something like a shock passed from the animal to her. Stunned by what she had
105 done, she drew back to the bed. She could hear the sounds of the panther tearing at
the meat. The house rocked around her.
The next time she awoke she knew at once that everything had changed. The rain
had stopped. She felt for the movement of the house but it no longer swayed on the
flood. Drawing her door open, she saw through the torn screen a different world. The
110 house was resting on the bluff where it always had. A few feet down, the river still
raced on in a torrent, but it no longer covered the few feet between the house and the
live oak. And the cat was gone. Leading from the porch to the live oak and doubtless
on into the swamp were tracks, indistinct and already disappearing into the soft mud.
And there on the porch, gnawed to whiteness, was what was left of the ham.
 130

Use the story “The Gift” on the previous three pages to answer the questions which
follow. (Note that line numbers are given in the margin of the story to help you find
parts which are referred to in the questions.)

R119Q01
Question 1: GIFT

What is the woman’s situation at the beginning of the story?

A She is too weak to leave the house after days without food.
B She is defending herself against a wild animal.
C Her house has been surrounded by flood waters.
D A flooded river has swept her house away.

GIFT SCORING 1
QUESTION INTENT: Forming a Broad Understanding: recognising the setting of a
story

Full credit

Code 1: Her house has been surrounded by flood waters.

No credit

Code 0: Other responses.

Code 9: Missing.

R119Q04
Question 4: GIFT

When the woman says, “and then I’ll see to you” (line 92) she means that she is

A sure that the cat won’t hurt her.

B trying to frighten the cat.
C intending to shoot the cat.
D planning to feed the cat.

GIFT SCORING 4
QUESTION INTENT: Developing an Interpretation: identifying a character’s motive
or intention

Full credit

Code 1: intending to shoot the cat.

No credit

Code 0: Other responses.

Code 9: Missing.
 131

R119Q05- 0 1 2 3 9
Question 5: GIFT

Do you think that the last sentence of “The Gift” is an appropriate ending?

Explain your answer, demonstrating your understanding of how the last sentence
relates to the story’s meaning.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

GIFT SCORING 5
QUESTION INTENT: Reflecting on the Form of a Text: evaluating an author’s use of
a particular text feature

Full credit

Code 3: Goes beyond a literal interpretation of the story while interpreting it in a

way which is consistent with accurate literal comprehension. Evaluates the
ending in terms of thematic completeness, by relating the last sentence to
central relationships, issues or metaphors in the story. Answer may refer,
for example, to the relationship between the panther and the woman; to
survival; or to a gift or thanks. Opinion about appropriateness may be
stated or implied.
• Yes. The story has brought the woman into contact with what is really
essential in life, and the clean white bone is a symbol of that.
• Yes. I suppose that what was left of the ham by the panther was also a
gift, the message being “live and let live”.
• Yes. The bone is like a gift, and that is the theme of the story.
• Yes. The ham bone reminds us of what could have happened to the
woman.
• It is appropriate because the animal sort of thanked her for the ham.

Partial credit

Code 2: Goes beyond a literal interpretation of the story while interpreting it in a

way which is consistent with accurate literal comprehension. Evaluates the
ending in terms of style or mood, by relating the last sentence to the
general style or mood of the rest of the story. Opinion about
appropriateness may be stated or implied.
• Yes, it fits the matter-of-fact telling of the story.
• Yes, it continues the effect of something eerie.
• No, it is too abrupt when most of the story is given in great detail.

Code 1: Responds at a literal level, in a way which is consistent with accurate literal
comprehension of the story. Evaluates the ending in terms of narrative
sequence, by relating the last sentence to explicit events, (e.g. the cat
having eaten the meat; the visit of the panther to the house; the subsiding of
the flood). Opinion about appropriateness may be stated or implied.
• Yes it gives you an answer to the question of whether the cat ate the food.
 132

• No. The part about the meat was already finished.

• It is finished because the meat is finished and so is the story.
• Yes. Now that the flood has subsided and it has eaten the meat,
there is no reason for the cat to stay.
• I think it was a good ending because it proves that she had a panther
on her porch. [Understanding at a literal level that the events in the
story “really happened”.]
• No, it is not a suitable end, it was not a gift, but it was very dangerous.
[Indicates a wholly literal reading.]
• It is appropriate to describe that it was after the rain. [Reference to the
end of the flood.]

No credit

Code 0: Gives insufficient or vague answer.

• It is more than effective. It is really striking.
• No, the gift does not relate to the end.
• No. It would be better to finish with something more exciting. [Does not
relate the ending to the rest of the story.]
• It ends by describing the bone.

OR: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer.
• Yes, it showed that it was all just a dream. [Implausible]
• No, because the reader does not know why the cat has vanished.
[Indicates lack of comprehension.]

Code 9: Missing.

R119Q06
Question 6: GIFT

“Then creaking and groaning with effort the house struggled up …” (line 24)
What happened to the house in this part of the story?
A It fell apart.
B It began to float.
C It crashed into the oak tree.
D It sank to the bottom of the river.

GIFT SCORING 6
QUESTION INTENT: Retrieving Information: literal match

Full credit

Code 1: It began to float.

No credit

Code 0: Other responses.

Code 9: Missing.
 133

R119Q07- 0 1 2 3 9
Question 7: GIFT

Here are some of the early references to the panther in the story.

“the cry awoke her, a sound so anguished…” (line 32)

“The answer was a repeated cry, but less shrill, tired sounding…” (line 44)

“She had…heard their cries, like suffering, in the distance.” (lines 52–53)

Considering what happens in the rest of the story, why do you think the writer
chooses to introduce the panther with these descriptions?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

GIFT SCORING 7
QUESTION INTENT: Reflecting on the Form of a Text: demonstrating ability to
detect nuances in language which colour interpretation

Full credit

Code 3: Recognises that the descriptions are intended to evoke pity. Reference to
writer’s intention or effect on the reader may be stated or implied.
Reference to what happens in the rest of the story may be stated or
implied. May suggest that:
(1) the descriptions quoted link the panther with the woman (or humans
generally) in suffering; OR
(2) the descriptions quoted prepare for the woman’s later compassionate
behaviour towards the panther; OR
(3) the panther is presented as an object of compassion.
• The panther sounds almost like a human, so it is like the woman, and you
feel sorry for both of them. [Explicit reference to the link between the
panther and the woman/humans. (1) Explicit reference to the effect on
the reader.]
• It makes you realise straight away that the panther is also a victim of
the flood. [Implicit reference to the link between the panther and
humans in “also”. (1) Explicit reference to the effect on the reader.]
• The woman seems to feel sorry for it before she knows what it is. [Links
the extracts with the the woman’s later compassionate behaviour (2),
without explicit reference to intention or effect.]
• It makes you feel sorry for the panther. [Implied accurate
understanding of descriptions’ nuances. (3) Explicit reference to
effect on reader.]
• It sounds sad and distressed. [Implied understanding of descriptions’
nuances
(3), with implicit reference to author’s intention.]
 134

Partial credit

Code 2: Refers to possible intentions (or effects) of the quoted descriptions, other
than that of evoking pity. Comment is consistent with comprehension of the
text. Reference to writer’s intention or effect on the reader may be stated or
implied. References to what happens in the rest of the story may be stated
or implied. May refer to:
(1) the intention/effect of creating suspense or mystery (Note that such
terms as “frightening” and “scary” are considered to show lack of
comprehension of the quoted descriptions; and “interesting”, “easy to
read” and “clear” are not considered to be adequately specific); OR
(2) the idea that the panther is presented from the woman’s point of view.
• Because it creates suspense. You don’t really know what was crying. [1]
• It introduces the panther slowly. [1]
• It’s exciting. [1]
• You don’t know what it is, just like the woman. [Combination of (1) and (2).]
• It describes the woman’s feelings about the panther. [2]

Code 1: Refers to the literal information given in the quoted descriptions. Comment
is consistent with comprehension of the text. Reference to writer’s intention
or effect on the reader may be stated or implied. References to what
happens in the rest of the story may be stated or implied. May refer to:
(1) the realistic depiction of the panther; OR
(2) the way the descriptions fit with the literal setting and situation.
• The panther is a wild animal and wild animals cry. [1]
• The panther was hungry, and these animals make a noise when
they are hungry. [1]
• She would notice the sounds it made because it was dark so she couldn’t
see it.
[2]
• Hearing the panther now makes her remember when she has heard one
before.
[2]

No credit

Code 0: Gives insufficient or vague answer.

• It makes it more interesting.
• It is strong descriptive language.

OR: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer.
• The panther sounds vicious as though it is waiting to get her. [Implausible]
• These descriptions present the panther in such a way as to frighten the
reader.
[Inaccurate]
• She is telling the story from the panther’s point of view. [Inaccurate]

Code 9: Missing.
 135

R119Q08- 0 1 2 9
Question 8: GIFT

What does the story suggest was the woman’s reason for feeding the panther?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

GIFT SCORING 8
QUESTION INTENT: Developing an Interpretation: inferring a character’s motive

Full credit

Code 2: Recognises the implication that the woman is motivated by pity or empathy
towards the panther. May also mention that the woman does not
consciously understand her own motivation.
• She felt sorry for it.
• Because she knew what it felt like to be hungry.
• Because she’s a compassionate person.
• To help it live.

Partial credit

Code 1: Recognises that the story does not explicitly explain the woman’s
motivation and/or that she does not consciously understand it.
• She wasn’t thinking what she was doing
• Out of whim.
• Instinct
• She didn’t know.
• The story doesn’t say.

OR: Answers in terms of the panther’s physical need for food or help, without
referring to the woman’s motivation.
• Because it was hungry.
• Because it cried.

No credit

Code 0: Gives insufficient or vague answer.

OR: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer. May describe the woman’s motivation in terms of self-
protection or fear.
• She thought it would go away if she fed it.
• Because she was frightened of it.
• She wanted to make it her pet. [Implausible]
 136

• To make friends with it. [Implausible]

• Because she loved it. [Implausible]

Code 9: Missing.

R119Q09A- 0 1 9
Question 9: GIFT
R119Q09B- 0 1 9

Here is part of a conversation between two people who read “The Gift”:

I think the woman in the story

is heartless and cruel.
How can you say that?I
think she’s a very
compassionate person.

Give evidence from the story to show how each of these speakers could justify their
point of view.

Speaker 1 ..................................................................................................................

...................................................................................................................................

Speaker 2 ..................................................................................................................

...................................................................................................................................
 137

GIFT SCORING 9
QUESTION INTENT: Reflecting on the Content of a Text: drawing on relevant
information from the text to support a given argument

GIFT SCORING 9A (Speaker 1 – “heartless and cruel”)

Full credit

Code 1: Provides evidence from the story to support the idea that the woman is
heartless and cruel. May refer to her intention to shoot the panther, or to the
fact that she actually shoots at the panther. May use quotation or close
paraphrase.
• She tries to shoot the panther.
• She’s cruel because her first thought is to kill the panther.
• She laughs when she thinks about killing the cat.
• When she was eating she laughed at the cat’s whining.
• And taking up the rifle she fired it through the window. [Quotation]

No credit

Code 0: Gives insufficient or vague answer.

• She’s unkind to the panther.

OR: Shows inaccurate comprehension of the material or gives an implausible or

irrelevant answer.
• She’s cruel because she keeps the cat locked outside. [Implausible
that she should do otherwise, given the danger the cat represents in
the story.]
• He thinks that the woman should show more compassion. [Irrelevant:
explains what the boy in the dialogue is saying, rather than referring to
the story.]

Code 9: Missing.

GIFT SCORING 9B (Speaker 2 – “compassionate”)

Full credit

Code 1: Provides evidence from the story to support the idea that the woman is
compassionate. May refer to her action in feeding the panther, or to
suggestions about her capacity for compassion towards the panther or
more generally. May use quotation or close paraphrase.
• She’s generous because she shares her food with the cat.
• She gives it ham.
• She took down what was left of the ham and shoved it through the broken
pane.
[Quotatio]
• When she first hears the panther she thinks it sounds sad, not scary.
[Evidence of capacity for compassion towards the panther.]
• It says “she wanted to cry, for herself, for all the people, for
everything in the flood”. [Quoted evidence of more general
compassion.]
 138

No credit

Code 0: Gives insufficient or vague answer.

• She acts in a compassionate way.
• She is kind.
OR: Shows inaccurate comprehension of the material or gives an implausible or
irrelevant answer.
• She thinks that the woman was a loving person. [Irrelevant: explains
what the girl in the dialogue is saying, rather than referring to the story.]

Code 9: Missing.

AMANDA AND THE
DUCHESS
Text 1
AMANDA AND THE DUCHESS
Summary: Since Léocadia’s death,
the Prince, who was in love with her,
has been inconsolable. At a shop
called Réséda Soeurs, the Duchess,
who is the Prince’s aunt, has met a
young shop assistant, Amanda, who
looks amazingly like Léocadia.
The Duchess wants Amanda to help
her set the Prince free from the
memories which haunt him.
A crossroads in the castle grounds, a
circular bench around a small
obelisk…evening is falling…
AMANDA
I still don’t understand. What can I do
for him, ma’am? I can’t believe you
could possibly have thought…And why
me? I’m not particularly pretty. And
even if someone were very pretty—
who could suddenly come between
him and his memories like that?
THE DUCHESS No-one but you.
AMANDA, sincerely surprised Me?
THE DUCHESS The world is so
foolish, my child. It sees only parades,
gestures, badges of office…that must
be why you have never been told. But
my heart hasn’t deceived me—I almost
cried out at Réséda Soeurs the first
time I saw you. To someone who knew
more of her than just her public
image, you are the living likeness of
Léocadia.
A silence. The evening birds have now
taken over from the afternoon birds.
The grounds are filled with shadows
and twittering.
AMANDA, very gently
I really don’t think I can, ma’am. I have
nothing, I am nothing, and those
lovers…that was my fancy, don’t you
see?
139
She has got up. As if about to leave,
she has picked up her small suitcase.
THE DUCHESS, gently also, and
very wearily Of course, my dear. I
apologise.She in turn gets up, with
difficulty, like an old woman. A bicycle
bell is heard in the evening air; she
gives a start.
Listen…it’s him! Just show yourself to
him, leaning against this little obelisk
where he first met her. Let him see
you, even if it’s just this once, let him
call out, take a sudden interest in this
likeness, in this stratagem which I shall
confess to him tomorrow and for which
he will hate me—in anything but this
dead girl who’ll take him away from me
one of these days, I’m sure…(She has
taken her by the arm.) You will do that,
won’t you? I beg you most humbly,
young lady. (She looks at her,
beseechingly, and quickly adds:) And
then, that way, you’ll see him too.
And…I can feel that I’m blushing again
from saying this to you—life is just too
mad! That’s the third time I’ve blushed
in sixty years, and the second time in
ten minutes— you’ll see him; and if he
could ever (why not him, since he’s
handsome and charming and he
wouldn’t be the first?) if he could
ever have the good fortune, for
himself and for me, to take your fancy
for one moment…The bell again in the
shadows, but very close now.
AMANDA, in a whisper What should I
say to him?
THE DUCHESS, gripping her arm
Simply say: “Excuse me, Sir, can you
tell me the way to the sea?”
She has hurried into the deeper
shadows of the trees. Just in time.
There is a pale blur. It is the Prince
on his bicycle. He passes very close
to the pale blur of Amanda by the
obelisk. She murmurs.
AMANDA
Excuse me, Sir…
He stops, dismounts from the bicycle,
takes off his hat and looks at her.
 140

Yes, ma’am.
THE PRINCE
he gives her now, in his dreams? (She It is completely dark. The two of them
asks timidly:) The last train has gone, can no longer be seen in the shadows,
young lady. In any case, wouldn’t you and only the wind can be heard in the
like to stay at the castle tonight? huge trees of the grounds.

AMANDA, in a strange voice.

Yes?
AMANDA THE CURTAIN FALLS
Can you tell me the way to the sea?

THE PRINCE
Take the second turning on your
left.

He bows, sadly and courteously, gets

back on the bicycle and rides away.
The bell is heard again in the distance.
The Duchess comes out of the
shadows, very much an old woman.

AMANDA, gently, after a while

He didn’t recognise me…

THE DUCHESS
It was dark…And then, who knows
what face
 141

Text 2
DEFINITIONS OF SOME THEATRICAL OCCUPATIONS

Actor: plays a character on stage.

Director: controls and oversees all aspects of a play. He not only positions the
actors, arranges their entrances and exits and directs their acting, but also
suggests how the script is to be interpreted.

Wardrobe staff: produce the costumes from a model.

Set designer: designs models of the sets and costumes. These models are then
transformed into their full size in the workshop.

Props manager: in charge of finding the required props. The word “props” is used to
mean everything that can be moved: armchairs, letters, lamps, bunches of flowers,
etc. The sets and costumes are not props.

Sound technician: in charge of all sound effects required for the production. He
is at the controls during the show.

Lighting assistant or lighting technician: in charge of lighting. He is also at the

controls during the show. Lighting is so sophisticated that a well-equipped theatre
can employ up to ten lighting technicians.
 142

On the previous two pages there are two texts. Text 1 is an extract from the play
Léocadia by Jean Anouilh and Text 2 gives definitions of theatrical occupations.
Refer to the texts to answer the questions which follow.

R216Q01
Question 1: AMANDA AND THE DUCHESS

What is this extract from the play about?

The Duchess thinks of a trick

A to get the Prince to come and see her more often.

B to get the Prince to make up his mind finally to get married.
C to get Amanda to make the Prince forget his grief.
D to get Amanda to come and live at the castle with her.

AMANDA AND THE DUCHESS SCORING 1

QUESTION INTENT: Forming a Broad Understanding: understanding the main
topic

Full credit

Code 1: to get Amanda to make the Prince forget his grief.

No credit

Code 0: Other responses.

Code 9: Missing.

R216Q02- 0 1 9
Question 2: AMANDA AND THE DUCHESS

In the script of the play, in addition to the words to be spoken by the actors, there
are directions for the actors and theatre technicians to follow.

How can these directions be recognised in the script?

...................................................................................................................................

AMANDA AND THE DUCHESS SCORING 2

QUESTION INTENT: Reflecting on the Form of a Text: identifying the use of a text
feature

Full credit

Code 1: Refers to italics. Allow non-technical descriptions. May mention

parentheses as well as italics.
• (They are in) italics.
 143

• Slanting writing.
• Like this: [Imitates italic style.]
• Handwriting.
• Writing in italics and also the use of brackets.
• They are in a skinny type of writing.

No credit

Code 0: Gives insufficient or vague answer.

• Stage directions are in brackets. [Reference to brackets is correct
for some stage directions, but answer does not refer to italics.]
• Written in a different style
• Another print

OR: Shows inaccurate comprehension of the material or gives an implausible

or irrelevant answer.
• Bold print [Inaccurate]
• Small print [Inaccurate]
• By the director [Irrelevant]

Code 9: Missing.

R216Q03A- 0 1 9
Question 3: AMANDA AND THE DUCHESS
R216Q03B- 0 1 9
R216Q03C- 0 1 9

The table below lists theatre technicians involved in staging this extract from
Léocadia. Complete the table by indicating one stage direction from Text 1 which
would require the involvement of each technician.

The first one has been done for you.

Theatre technicians Stage direction

Set designer A circular bench around a small obelisk

Props manager

Sound technician

Lighting technician
 144

AMANDA AND THE DUCHESS SCORING 3

QUESTION INTENT: Developing an Interpretation: linking information across two
texts

AMANDA AND THE DUCHESS SCORING 3A (Props manager)

Full credit

Code 1: Indicates suitcase OR bicycle. May quote a phrase from the stage
directions.
• Her small suitcase
• Bicycle

No credit

Code 0: Other responses.

• Bicycle bell
• Obelisk
• A circular bench

Code 9: Missing.

AMANDA AND THE DUCHESS SCORING 3B (Sound technician)

Full credit

Code 1: Indicates bird song OR (evening) birds OR twittering OR bicycle bell OR

wind OR silence. May quote a phrase from the stage directions.
• A bicycle bell is heard in the evening air.
• Only the wind can be heard.
• Evening birds
• The evening birds have now taken over.

No credit

Code 0: Other responses.

Code 9: Missing.

AMANDA AND THE DUCHESS SCORING 3C (Lighting technician)

Full credit

Code 1: Indicates shadows OR pale blur OR [completely] dark OR evening

• The grounds are filled with shadows.
• The deeper shadows of the trees
• Evening is falling.
• In the evening air
 145

No credit

Code 0: Other responses.

Code 9: Missing.

Note: The following is for information only. (It is not part of the marking guide.)
Score 1: Completes all parts correctly.
Score 0: One or more parts incorrect.

R216Q04- 0 1 9
Question 4: AMANDA AND THE DUCHESS

The director positions the actors on the stage. On a diagram, the director
represents Amanda with the letter A and the Duchess with the letter D.

Put an A and a D on the following diagram of the set to show approximately where
Amanda and the Duchess are when the Prince arrives.

Wings

Wings

Wings
 146

AMANDA AND THE DUCHESS SCORING 4

QUESTION INTENT: Developing an Interpretation: integrating text and graphical
material

Full credit

Code 1: Marks A by the obelisk and D behind or near the trees.

D
A

A D

A
 147

No credit

Code 0: Other responses.

A A D
D

A X
D X

Code 9: Missing.
 148

R216Q06
Question 6: AMANDA AND THE DUCHESS

Towards the end of the extract from the play, Amanda says, “He didn’t recognise
me…”.

What does she mean by that?

A That the Prince didn’t look at Amanda.

B That the Prince didn’t realise that Amanda was a shop assistant.
C That the Prince didn’t realise that he’d already met Amanda.
D That the Prince didn’t notice that Amanda looked like Léocadia.

AMANDA AND THE DUCHESS SCORING 6

QUESTION INTENT: Developing an Interpretation: linking information

Full credit

Code 1: That the Prince didn’t notice that Amanda looked like Léocadia.

No credit

Code 0: Other responses.

Code 9: Missing.
 149

BEES

Bees Text
The information on this page and the next page is from a booklet about bees. Refer
to the information to answer the questions which follow it.

COLLECTING NECTAR
Bees make honey to survive. It is their only essential food. If there are 60,000
bees in a hive about one third of them will be involved in gathering nectar which is
then made into honey by the house bees. A small number of bees work as foragers
or searchers. They find a source of nectar, then return to the hive to tell the other
bees where it is.
Foragers let the other bees know where the source of the nectar is by
performing a dance which gives information about the direction and the distance the
bees will need to fly. During this dance the bee shakes her abdomen from side to
side while running in circles in the shape of a figure 8. The dance follows the pattern
shown on the following diagram.

The diagram shows a bee dancing inside the hive on the vertical face of the
honeycomb. If the middle part of the figure 8 points straight up it means that bees
can find the food if they fly straight towards the sun. If the middle part of the figure 8
points to the right, the food is to the right of the sun.
The distance of the food from the hive is indicated by the length of time that the
bee shakes her abdomen. If the food is quite near the bee shakes her abdomen for a
short time. If it is a long way away she shakes her abdomen for a long time.
 150

MAKING HONEY

When the bees arrive at the hive carrying nectar they give this to the house bees.
The house bees move the nectar around with their mandibles, exposing it to the warm
dry air of the hive. When it is first gathered the nectar contains sugar and minerals
mixed with about 80% water. After ten to twenty minutes, when much of the excess
water has evaporated, the house bees put the nectar in a cell in the honeycomb
where evaporation continues. After three days, the honey in the cells contains about
20% water. At this stage, the bees cover the cells with lids which they make out of
beeswax.
At any one time the bees in a hive usually gather nectar from the same type of
blossom and from the same area. Some of the main sources of nectar are fruit trees,
clover and flowering trees.

GLOSSARY
house bee a worker bee which works inside the hive.
mandible mouth-part.
 151

R217Q01
Question 1: BEES

What is the purpose of the bees’ dance?

A To celebrate the successful production of honey.

B To indicate the type of plant the foragers have found.
C To celebrate the birth of a new Queen Bee.
D To indicate where the foragers have found food.

BEES SCORING 1
QUESTION INTENT: Forming a Broad Understanding: understanding the main idea
of a self-contained section of a text

Full credit

Code 1: To indicate where the foragers have found food.

No credit

Code 0: Other responses.

Code 9: Missing.

R217Q02- 0 1 8 9
Question 2: BEES

Write down three of the main sources of nectar.

1.

2.

3.

BEES SCORING 2
QUESTION INTENT: Retrieving Information: literal match, no distracting information

Base codes on the following responses:

a: fruit trees

b: clover

c: flowering trees

d: trees

e: flowers
 152

Full credit

Code 1: (in any order) abc, abe, bde

No credit

Code 0: Other responses. combinations of a,b,c,d and e, or other answers.

• fruit

Code 8: Off task.

Code 9: Missing.

R217Q03
Question 3: BEES

What is the main difference between nectar and honey?

A The proportion of water in the substance.

B The proportion of sugar to minerals in the substance.
C The type of plant from which the substance is gathered.
D The type of bee which processes the substance.

BEES SCORING 3
QUESTION INTENT: Developing an Interpretation: inferring relationship between a
sequence of facts

Full credit

Code 1: The proportion of water in the substance.

No credit

Code 0: Other responses.

Code 9: Missing.
 153

R217Q05- 0 1 2 8 9
Question 5: BEES

In the dance, what does the bee do to show how far the food is from the hive?

...................................................................................................................................

...................................................................................................................................

BEES SCORING 5
QUESTION INTENT: Retrieving Information: finding explicit information in a text

Code 2: Indicates that information is given BOTH by shaking of abdomen AND by

the length of time the abdomen is shaken.
• How long the bee shakes her abdomen for.
• It shakes its abdomen for a certain length of time.

Code 1: Mentions shaking of abdomen only. (Answer may be partly inaccurate.)

• She shakes her abdomen.
• She shows how far it is by how fast she shakes her abdomen.

OR: Mentions length of time without mentioning shaking of abdomen..

• How long she dances for.

Code 0: Irrelevant, inaccurate, incomplete or vague answer.

• How fast the bee runs around in the figure 8.
• How big the figure 8 is.
• How the bee moves.
• The dance.
• The abdomen.

Code 8: Off task.

Code 9: Missing.

PERSONNEL
CENTRE ON INTERNAL AND EXTERNAL MOBILITY
What is CIEM?
CIEM stands for Centre on Internal and
External Mobility, an initiative of the
personnel department. A number of
workers of this department work in
CIEM, together with members from
other departments and outside career
consultants.
CIEM is available to help employees
in their search for another job inside or
outside the Canco Manufacturing
Company.
What does CIEM do?
CIEM supports employees who are
seriously considering other work
through the following activities:
• Job Data Bank
After an interview with the employee,
information is entered into a data bank
that tracks job seekers and job openings at
Canco and at other
manufacturing companies.
• Guidance
The employee’s potential is explored
through career counselling discussions.
• Courses
Courses are being organized (in
collaboration with the department for
information and training) that will deal
with job search and career planning.
• Career Change Projects CIEM
supports and coordinates projects to help
employees prepare for new careers and
new perspectives.
154
CANCO Manufacturing Company
Personnel Department
• Mediation
CIEM acts as a mediator for
employees who are threatened with
dismissal resulting from
reorganisation, and assists with finding
new positions when necessary.
How much does CIEM cost?
Payment is determined in consultation
with the department where you work. A
number of services of CIEM are free. You
may also be asked to pay, either in money
or in time.
How does CIEM work?
CIEM assists employees who are
seriously considering another job
within or outside the company.
That process begins by submitting an
application. A discussion with a
personnel counsellor can also be useful.
It is obvious that you should talk with
the counsellor first about your wishes
and the internal
possibilities regarding your career. The
counsellor is familiar with your
abilities and with developments within
your unit.
Contact with CIEM in any case is made via
the personnel counsellor. He or she handles
the application for you, after which you are
invited to a discussion with a CIEM
representative.
For more information
The personnel department can give you
more information
.
 155

Use the announcement from a personnel department on the opposite page to answer
the questions below.

R234Q01- 0 1 9
Question 1: PERSONNEL

According to the announcement, where could you get more information about CIEM?

...................................................................................................................................

PERSONNEL SCORING 1
QUESTION INTENT: Retrieving Information

Full credit

Code 1 Mentions at least ONE of the following:

(1) From the personnel department
(2) From the personnel counsellor
• Personnel department
• The personnel counsellor can give you more information.

No credit

Code 0: Other responses.

• CANCO Manufacturing company

Code 9: Missing.

R234Q02- 0 1 9
Question 2: PERSONNEL

List two ways in which CIEM helps people who will lose their jobs because of a
departmental reorganisation.

...................................................................................................................................

...................................................................................................................................

PERSONNEL SCORING 2
QUESTION INTENT: Retrieving Information

Full credit

Code 1: Mentions BOTH of the following:

(1) They act as a mediator for employees OR mediation
(2) They assist with finding new positions. [Don’t accept: “Job Data Bank”,
“Guidance”, “Courses”, or “Career Change Projects”.]
 156

• mediator
assists with finding new positions when necessary
• acts as a mediator
helps you to find a new job

No credit

Code 0: Other responses.

• 1. Mediation 2. career change projects
• career change
projects courses
• track/job seekers/job
openings mediation
• application or discussion with personnel counsellor

Code 9: Missing.

NEW RULES
EDITORIAL
Technology creates
the need for new rules
SCIENCE has a way of getting ahead
of law and ethics. That happened
dramatically in 1945 on the destructive
side of life with the atomic bomb, and is
now happening on life’s creative side
with techniques to overcome human
infertility.
Most of us rejoiced with the Brown
family in England when Louise, the first
test-tube baby, was born. And we have
marvelled at other firsts
— most recently the births of healthy
babies that had once been embryos
frozen to await the proper moment of
implantation in the mother-to-be.
It is about two such frozen
embryos in Australia that a storm of
legal and ethical questions has arisen.
The embryos were destined to be
implanted in Elsa Rios, wife of Mario
Rios. A previous embryo implant had
been unsuccessful, and the Rioses
wanted to have another chance at
becoming parents. But before they had
a second chance to try, the Rioses
perished in an airplane crash.
What was the Australian hospital to do
with the frozen embryos? Could they be
implanted in someone else? There were
numerous volunteers. Were the
embryos somehow entitled to the
Rioses’ substantial estate? Or should the
embryos be destroyed? The Rioses,
understandably, had made no provision
for the embryos’ future.
The Australians set up a commission
to study the matter. Last week, the
commission made its report. The
embryos should be thawed, the panel
said, because donation of embryos to
someone
157
else would require the consent of the
“producers,” and no such consent had
been given. The panel also held that the
embryos in their present state had no
life or rights and thus could be destroyed.
The commission members were
conscious of treading on slippery legal
and ethical grounds. Therefore, t h e y
u r g e d t h a t three months b e
allowed for public opinion to respond
to the commission recommendation.
Should there be an overwhelming outcry
against destroying the embryos, the
commission would reconsider.
Couples now enrolling in Sydney’s
Queen Victoria hospital for in vitro
fertilization programs must specify what
should be done with the embryos if
something happens to them.
This assures that a situation similar to
the Rioses won’t recur. But what of other
complex questions? In France, a woman
recently had to go to court to be allowed
to bear a child from her deceased
husband’s frozen sperm. How should
such a request be handled? What
should be done if a surrogate mother
breaks her child-bearing contract and
refuses to give up the infant she had
promised to bear for someone else?
Our society has failed so far to come
up with enforceable rules for curbing the
destructive potential of atomic power.
We are reaping the nightmarish
harvest for that failure. The
possibilities of misuse of scientists’ ability
to advance or retard procreation are
manifold. Ethical and legal boundaries
need to be set before we stray too far.
 158

Use the newspaper editorial “Technology creates the need for new rules” on the
opposite page to answer the questions below.

R236Q01- 0 1 9
Question 1: NEW RULES

Underline the sentence that explains what the Australians did to help decide how to
deal with the frozen embryos belonging to a couple killed in the plane crash.

NEW RULES SCORING 1

QUESTION INTENT: Developing an Interpretation

Full credit

Code 1: Underlines OR circles the sentence OR a part of the sentence that

contains at least ONE of the following:
(1) “set up a commission”
(2) “three months be allowed for public opinion to respond to the
commission recommendation....”
• [Underlining] …The Australians set up a commission to study the matter…
[Student has underlined one of the relevant sentences.]
• [Underlining] …The Australians set up a commission to study the matter…
and
…they urged that three months be allowed for public opinion to
respond to the commission recommendation… [Student has underlined
both of the relevant
sections of the text.]
• [Underlining] …The Australians set up a commission to study the matter.
…and
…In France, a woman recently had to go to court to be allowed to bear
a child from her deceased husband’s frozen sperm… [One section of
the text is
correctly underlined; the other underlining seems to be related to
answering the next question, so accept.]

No credit

Code 0: Other
• [Underlining] …The embryos should be thawed, the panel said,
because donation of embryos to someone else would require the
consent of the “producers,” and no such consent had been given…
[Student has underlined an irrelevant section of text.]
• [Underlining] …The Australians set up a commission to study the matter…
and
…The possibilities of misuse of scientists’ ability to advance or retard
procreation are manifold… [One section of the text is correctly underlined;
the other underlining cannot be construed as an answer to the next question,
so do not accept.]

Code 9: Missing.
 159

Question 2: NEW RULES

List two examples from the editorial that illustrate how modern technology, such as
that used for implanting frozen embryos, creates the need for new rules.

...................................................................................................................................

...................................................................................................................................

NEW RULES SCORING 2

QUESTION INTENT: Developing an Interpretation

Full credit

Code 2: Mentions at least TWO of the following:

(1) When the Rioses died, there was a controversy over what was to be
done with the embryos. [Don’t accept controversies in paragraph 4
(e.g., “What was the hospital to do with the frozen embryos?” “Were
the embryos entitled to the estate?”) unless the respondent explicitly
links these controversies to the death of the embryo donors (the
Rioses).]
(2) A woman in France had to go to court to be allowed to use her
deceased husband’s sperm.
(3) What should the rules be for a surrogate mother who refused to give up
the infant she bore?
• It showed a need for the producer to specify what should be done to
the embryos if something happens to them, and for laws about what is
to be done should a surrogate mother refuse to give up the child.

Partial credit

Code 1: Mentions ONE of the examples given above relating to bio-technology

((1), (2) or (3)) AND (the destructive potential of) atomic power.

No credit

Code 0: Other responses.

• They have frozen the sperm and it should be kept frozen until used.
[Irrelevant answer.]
• — are the embryos part of the estate
— could they be implanted in someone else. [Unclear which part of the
article these refer to. If both about Rios case, disallowed (see paragraph
2 under Code
1). If French case is referred to in the second point, it is a
misinterpretation since the wife is not “someone else”.]

Code 9: Missing.

Note: The following is for information only. (It is not part of the marking guide.). Code
2 and Code 1 will both be recoded as 1 for student scores.
 160

SOURCE OF PUBLICATIONS FOR

RELEASED ITEMS

OECD Sources (available at www.pisa.oecd.org)

Test Questions
(1) Interactive Web examples: http://pisa-sq.acer.edu.au

Publications
(2) OECD (Organisation for Economic Co-operation and Development) (2002),
Sample Tasks from the PISA 2000 Assessment: Reading, Mathematical and
Scientific Literacy, OECD, Paris.
(3) OECD (2000), Measuring Student Knowledge and Skills - The PISA 2000 Assessment
of Reading, Mathematical and Scientific Literacy, OECD, Paris.
 161

PRACTICE TEXTS

TEXT 1

A STREETCAR NAMED DESIRE

Passage 1

A Streetcar Named Desire is a classic of the American theatre. Tennessee Williams’

landmark work was a tour de force in its original stage production in 1947 and continues to
resonate with audiences and readers today despite—or perhaps because of—its simplistic
though layered story. A faded Southern belle, Blanche DuBois, arrives at her sister’s seedy
New Orleans apartment where she is tortured by her brutish brother-in-law, Stanley
Kowalski. Blanche puts on airs of class and happiness throughout the play, though internally
she is miserable and haunted by her tragic and scandalous past. Stanley forces Blanche to
face her dolorous reality with his vitriol and, finally, his act of sexual aggression, and in doing
so, he causes her to lose her tenuous grip on sanity. Most have argued (correctly) that the
play is about the ways the past haunts our present or (again correctly) that it is about the
ways class and sexuality impact our lives. However, few have seen the play for what it is: an
allegory for the theatre itself.

Before Williams wrote Streetcar, the theatre had been dominated by melodrama. A
brief interlude in the 1930s brought political theatre to centre stage (pardon the pun), but by
the 1940s, its principal playwright, Clifford Odets, had left New York for Hollywood, and the
sensationalized and maudlin form of melodrama once again flourished. The theatre was in
limbo, and Williams had a desire to bring something new to the world. It would bring the
realism of the political theatre of the 1930s but without the political (read: socialist)
underpinnings. To that end, he created lifelike characters who spoke in realistic dialect.
But to make his point that melodrama was flawed, he added an equally unrealistic
character. Blanche, unlike the other characters, speaks theatrically, acts larger than life on
stage, and uses floral language and heightened mannerisms. Blanche is a character not to
be trusted. She lies about everything, and the only thing that finally exposes her lies is reality
itself: Stanley. He finally forces her off the stage and into the insane asylum by forcing
himself on her sexually. And with that, realism forcibly removed melodrama from the stage.

Passage 2

It is not possible to imagine A Streetcar Named Desire without the influence of Marlon
Brando, the actor who rose to fame playing Stanley Kowalski. On the page, the part is fairly
simplistic. Stanley is a monster and a beast without any redeeming qualities. But Brando and
the play’s original director, Elia Kazan, imagined the character as having a soft underbelly,
 162

rooted in his own sorrow, insecurities, and soulful complexity. Brando’s Stanley is a brute,
yes, but he is a brute who hates the fact that he is so awful. He is also unable to control
himself and his passions, and this lack of control is equally embarrassing to him, even as it is
also threatening to Blanche and alluring to her sister Stella.
For instance, after he hits Stella, he comes back to her, famously begging for
forgiveness by shouting “Stella” outside their apartment. But in Brando’s depiction on the
stage and later on the screen, he is soaked from the rain and looks completely desperate, as
though he needs Stella to live. He looks and seems totally helpless and weak, the exact
opposite of the brute he appears later when he forces himself onto Blanche.
The play is excellent and memorable, even when read. But it is Brando’s
interpretation of the male lead role that makes the play indelible. Without Brando, the play
would still have a deep meaning, but with Brando’s interpretation, the play becomes even
more profound.

1) Paragraph 1 of Passage 1 provides each of the following EXCEPT

A. a critical interpretation of A Streetcar Named Desire

B. an explanation of why modern audiences connect with A Streetcar Named Desire

C. a brief plot synopsis of A Streetcar Named Desire

D. background information on the times that produced A Streetcar Named Desire

E. the author’s main argument concerning A Streetcar Named Desire

2) It can be inferred from Passage 1 that A Streetcar Named Desire

A. was Tennessee Williams’ first play

B. is better on stage than in print

C. did not have socialist leanings

D. was not melodramatic

E. would not have been successful without Marlon Brando

3) According to Passage 1, the character of Blanche DuBois

A. is intentionally overdramatic and theatrical

B. has never been to the city of New Orleans before

C. is recently married to Stanley Kowalski

 163

D. is brutally honest and frank during the play

E. is firmly rooted in realism and sanity

4) Passage 2 argues that Marlon Brando’s portrayal of Stanley Kowalski

I. earned the actor great fame

II. is more nuanced than the part that is written

III. is what really made A Streetcar Named Desire a classic

A. I only

B. II only

C. I and II only

D. II and III only

E. I, II, and III

5) Both Passage 1 and Passage 2 argue that

A. the New York theatre scene was blown away by A Streetcar Named Desire

B. Tennessee Williams wrote A Streetcar Named Desire to end melodrama

C. A Streetcar Named Desire has more than one true meaning

D. A Streetcar Named Desire only has power when performed on the stage

E. the character of Stanley Kowalski is simply a brute monster

6) The author of Passage 2 focuses on Marlon Brando’s portrayal of Stanley Kowalski as

being particularly memorable and powerful, whereas the author of Passage 1 focuses on
Tennessee

Williams’ skilled writing. In your opinion, what makes for better drama: a high-quality script or
unparalleled acting? Can a drama be successful with one but not the other? Why?

_________________________________________________________________________
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 164

_________________________________________________________________________
_________________________________________________________________________

In passage 1, the author suggests that drama in the 1930s was heavily influenced by
socialist playwrights and the politics of the era. In what ways do modern plays, shows, and
films reflect modern politics, if at all? Do you see any current trends in today’s media?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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READTHEORY Answers and Explants

© Copyright Read Theory LLC, 2012. All rights reserved

 165

TEXT 2

CHRONIC TRAUMATIC ENCEPHALOPATHY

Concussions are brain injuries that occur when a person receives a blow to the head, face,
or neck. Although most people who suffer a concussion experience initial bouts of dizziness,
nausea, and drowsiness, these symptoms often disappear after a few days. The long-term
effects of concussions, however, are less understood and far more severe. Recent studies
suggest that people who suffer multiple concussions are at a significant risk for developing
chronic traumatic encephalopathy (CTE), a degenerative brain disorder that causes a variety
of dangerous mental and emotional problems to arise weeks, months, or even years after
the initial injury. These psychological problems can include depression, anxiety, memory
loss, inability to concentrate, and aggression. In extreme cases, people suffering from CTE
have even committed suicide or homicide. The majority of people who develop these issues
are athletes who participate in popular high-impact sports, especially football. Although both
new sports regulations and improvements in helmet technology can help protect players, the
sports media and fans alike bear some of the responsibility for reducing the incidence of
these devastating injuries.

Improvements in diagnostic technology have provided substantial evidence to link

severe—and often fatal—psychological disorders to the head injuries players receive while
on the field. Recent autopsies performed on the brains of football players who have
committed suicide have shown advanced cases of CTE in every single victim.

In response to the growing understanding of this danger, the National Football

League (NFL) has revised its safety regulations. Players who have suffered a head injury on
the field must undergo a "concussion sideline assessment"—a series of mental and physical
fitness tests—before being allowed back in the game. In an effort to diminish the amount of
head and neck injuries on the field, NFL officials have begun enforcing stricter penalty calls
for helmet-to-helmet contact, leading with the head, and hitting a defenceless player.
Furthermore, as of 2010, if a player’s helmet is accidentally wrenched from his head during
play, the ball is immediately whistled dead. There is hope that these new regulations,
coupled with advances in helmet design, will reduce the number of concussions player
endure, and thus curb the number of CTE cases.

Efforts by the NFL and other professional sports leagues are certainly laudable;
indeed, we should commend every attempt to protect the mental and physical health of
players. However, new regulations at the professional level cannot protect amateur players,
especially young people. Fatal cases of CTE have been reported in victims as young as 21.
With appropriate equipment and form, tackling need not be dangerous. Proper tackling
form—using the arms and shoulders to aim for a player’s midsection rather than leading with
the top of the head—should be taught at an early age. Youth, high school, and college
leagues should also adopt safety rules even more stringent that the NFL’s.

Furthermore, at an early age, athletes should be educated about the serious dangers
of head injuries. Perhaps the most important factor in reducing the number of traumatic brain
injuries, however, lies not with the players, the coaches, or the administrators, but with the
media and fans. Sports media producers have become accustomed to showcasing the most
aggressive tackles and the most intense plays. NFL broadcasts often replay especially
violent collisions, while the commentators marvel at the physical prowess of the players
involved. Some sports programs even feature weekly countdowns of the hardest hits. When
the media exalts such hazardous behaviour, professionals are rewarded for injuring each
 166

other on the field, and amateurs become more likely to try to imitate their favourite NFL
athletes.

Announcers, commentators, television producers, and sportswriters should engage in

a collective effort to cease glorifying brutal plays. In turn, fans should stop expecting their
favourite players to put their lives on the line for the purposes of entertainment. Players must
stop being encouraged to trade their careers, health, happiness, and their lives for the sake
of a game.

1) The author apparently believes that

A. NFL officials have not thoroughly implemented stricter safety regulations

B. doctors need to do more research about the potential long-term effects of CTE
C. amateur athletes suffer more serious long-term effects of CTE than professional athletes
D. fans share some of the blame for athletes’ injuries
E. you

2) According to the author, each of the following statements are true EXCEPT which one?

A. Tackling itself is not dangerous; however, players who use improper tackling form may
suffer injury.
B. Scientists have established a link between players who shoot themselves and others and
the onset of CTE.
C. NFL officials have done nothing to address the problem of CTE.
D. Athletes who are praised for exceptionally brutal hits are likely to continue engaging in
such dangerous behaviour.
E. Sports programs showcase exceptionally hard hits.

3) According to the author, what contribute(s) to an increase in incidences of CTE in amateur

players?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4) The author’s tone in the final paragraph can best be described as

_________________________________________________________________________
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 167

5) Based on the information in the passage, explain CTE in your own words. What does it
stand for? How does it occur? Whom does it normally affect? What are its effects?
_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________

6) What is your opinion of the NFL’s new safety regulations? Do you think they are too strict,
not strict enough, or just right? Why? What would change about the new rules, if anything?
Explain.

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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

7) What do you think is the most important factor in reducing brain injuries and CTE in
sports? Do you think, as the author does, that sports culture needs to change? Why?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

READTHEORY Questions

© Copyright Read Theory LLC, 2012. All rights reserved.

 168

TEXT 3

FOREST FIRES

1. One week before the Cougar Run Ski Center fire, where did a fire occur?
a. Fenner Forest
b. Voorhees Air Base Training Site
c. Murphy County Nature Reserve
d. Burgaw Grove

2. According to the table, lightning fires

a. occurred at Burgaw Grove and Fenner Forest.
b. consumed less than 500 acres.
c. consumed more acres than suspected arson fires.
d. occurred more frequently than fires caused by campfires.
 169

3. What incident at Hanesboro Crossing would be considered an act of nature?

____________________________________________________________________

4. How many acres of the forest were on fire continuously for three days in June?

_____________________________________________________________________

5. What is the worst fire disaster happened in June and what is the cause

_____________________________________________________________________

6. What type of climate can you infer from the scenario above in the month of June ?

___________________________________________________________________

7. How many percent of the forest fire contributed by activities carried out by children?

___________________________________________________________________

8. Do you if there is any external cause of forest fire? What and how they happen?

___________________________________________________________________
 170

TEXT 4

FROM NOMAD TO FARMER

Many historians and scientists believe that the earliest people in North America may have
travelled here from the continent of Asia many thousands of years ago. At that time, Earth
was experiencing an Ice Age. Much of the water that separates the northern parts of Asia
and North America would have been frozen at the time. It may have formed an ice bridge
that people were able to walk across. Perhaps they were hunters following their food.
Perhaps they were adventurous and wanted to explore. We do not know for sure. Their
migration to North America, however, may make them the ancestors of the people we call
Native Americans.

We do know that the earliest North Americans were nomads. They travelled from
place to place instead of settling in one place. Eventually, these nomads began to establish
permanent settlements. They had already learned to gather plants growing in the wild. After
a time, they began to learn about agriculture. Agriculture is raising plants and animals for
human use. With more reliable sources for food, they didn’t need to move around so much.

As they began to look for more permanent homes, they paid attention to the
resources of specific locations. They wanted to live near water sources, such as streams or
rivers. This helped ensure that they could water their crops and take care of the water needs
of humans and animals. It’s not surprising, then, to discover that most early villages were
located very close to water sources.

People moved around less often than before. However, they were still slowly
migrating to other areas. Every time a group or tribe moved into a different natural
environment they had to adapt to the climate and resources of that area. The clothing they
wore, the kind of houses they built and even the kind of food that they ate depended upon
the region in which they lived. Over time, four major cultural regions developed in North
America: the Eastern Woodlands, the Great Plains, the Pacific Northwest, and the Desert
Southwest.

Copyright ©2012 K12Reader - http://www.k12reader.com

1. The “ice bridge” theory has never been proven, but could be true. Do you think it is a
reasonable explanation for how Native American came to North America?

___________________________________________________________________
 171

2. Besides having a fresh water source, how could living by the river meet the tribe’s

needs?

A. To facilitate transportation purposes

B. To provide water for their crops and animals

C. To meet the needs of human and animal consumption

D. To meet the needs of people, agriculture and life stock

3. What might be a benefit of living life as a nomad?

___________________________________________________________________

4. Why did tribes in different areas live in different kinds of houses?

___________________________________________________________________

5. In which of the four cultural regions would you choose to build a home? Explain your
choice.

___________________________________________________________________
 172

TEXTS 5

GAS EXCHANGE

Did you know that your body has its very own gas exchange program that runs 24 hours a
day? It’s called the respiratory system. It is one of your body’s vital systems, which means
you could not live without it. Every time you take a breath, oxygen enters your lungs and is
carried around to all the body’s cells by the circulatory system. Waste products, like carbon
dioxide gas, are picked up by the circulatory system as well. Carbon dioxide is dropped off at
the lungs so you can breathe it out.

The respiratory and circulatory systems need each other. The respiratory system
brings in oxygen and pushes out carbon dioxide. The circulatory system transports these
gases where they need to go. The two systems work together to make sure that your body
gets what it needs to survive. That is why we say that the respiratory and circulatory systems
are interdependent. They need each other.

The respiratory system is not just your lungs. It also includes your nose, mouth, and
the air passageways that connect them to your lungs. After you inhale air through your nose
and mouth, it enters a tube in your throat called the trachea. Right before the trachea gets to
your lungs, it splits into two smaller tubes called the bronchi. The deeper you go into your
lungs, the smaller and smaller the tubes become as they keep dividing in two. The very
smallest tubes end with tiny sacs. These sacs look like grape clusters under the microscope.
These are called alveoli. They diffuse oxygen into the blood and receive carbon dioxide
being returned to the lungs from the blood. Carbon dioxide travels out of your body when
you exhale.

Your body has a special way of making sure that you can get the oxygen that you
need when you breathe. Your chest actually changes size when you inhale. You have
muscles that are attached to your ribs. These muscles pull up when you inhale. Your
diaphragm, a large muscle under your lungs, pulls down. This gives plenty of room so you
can get the air you need.

Copyright ©2012 K12Reader - http://www.k12reader.com

1. What is the purpose of the circulatory system?

A. It takes the oxygen from our lungs to all the other cells
B. It carries oxygen throughout the body and picks up waste products
C. It plays an important role in removing carbon dioxide from the body
D. It works independently to ensure the body gets what it needs to survive
 173

2. Identify the parts of the respiratory system.

______________________________________________________________

3. What is the function of the alveoli?

______________________________________________________________

4. How does the body get rid of carbon dioxide?

______________________________________________________________

5. How does your body make room for a deep breath?

______________________________________________________________
 174

TEXT 6

LIFE IS SWEET: THE STORY OF MILTON HERSHEY

Born in September 1857, in the heart of Pennsylvania Dutch country, Milton Hershey began
life thinking about candy. His first job was an apprenticeship to the local printer who shortly
dismissed him. His mother suggested that candy was the trade for Milton, and sent him to
learn about the confectionery business. Later, Milton moved to Philadelphia where he
founded his first candy shop. Yet with all his hard work the business failed.

Milton moved to Denver. He found work with a candy manufacturer. He learned about fine-
quality caramels made with fresh milk. Fresh milk, Milton learned, allowed the candies to
stay sweet and fresh.

After borrowing money from his mother’s family, Milton moved on to New York City to open a
new candy shop. Again the business failed. This time his creditors also lost money. Milton
vowed he would pay his remaining debt.

One more time Milton opened a confectionery business. This time he made fine caramels.
By focusing on a specialty item, Milton’s business quickly grew. He paid back his creditors,
and later sold the business for one million dollars.

Milton Hershey still dreamed of making chocolate. In 1894, he started the Hershey
Chocolate Company in Lancaster, Pennsylvania, as a subsidiary of the Lancaster Caramel
Company. Later, he set up business in the small town later known as Hershey,
Pennsylvania. He built a large factory and housing for his workers close to dairy farms. His
greatest pride was Hershey Industrial School for orphan boys.

During the Great Depression he added buildings to his town at a time when money was
scarce. No man went without wages.

When World War II erupted, Hershey developed a chocolate bar for soldiers to carry as
emergency food. The U.S. government honoured Hershey for his contribution.

Milton Hershey died in 1945 at the age of 88. The town of Hershey continues not only as a
world-class manufacturing town, but also as a tourist attraction. The pride of Milton Hershey
also lives on as the Milton Hershey School educates thousands of children.
 175

1.. What one word best describes Milton Hershey?

_____________________________________________________________________

2.. How did Milton feel about his workers? What facts in the story support your answer?

_____________________________________________________________________

3.. Will Hershey’s chocolates continue to be a popular snack? Why do you feel this way?

_______________________________________________________________________

4.. Hershey dedicated himself to the repayment of his creditors after his New York candy
shop failed. Why do you think he was so determined to pay back his debt?

_______________________________________________________________________

5.. Write a title for the story. Use as few words as possible.

_________________________________________________________________________

6.. How was Hershey’s fine caramel confectionery business like his chocolate business?
How was it different?

________________________________________________________________________

7.. What effect did Hershey’s dedication to his workers have on his employees during the
Great Depression?

______________________________________________________________________

9.. The story said, “His (Hershey’s) greatest pride was Hershey Industrial School for orphan
boys.” Is this statement a fact or an opinion? Why do you feel this way?

_____________________________________________________________________

_ ____________________________________________________________________

https://www.teachervision.com/reading-comprehension/skill-builder/55663.html
 176

TEXT 7

WHAT’S IN YOUR CELLS?

Living things eat, grow, get rid of waste products and reproduce. All living things are made
of cells. In even the tiniest unit of any living thing, there is a cell. Cells have special
structures called organelles. The organelles help cells do the work of moving materials
around, dividing to make more cells and making proteins for the body’s needs.
Cells get energy through a process called cellular respiration. During this process,
cells convert sugar (called glucose) and oxygen into water and carbon dioxide. Carbon
dioxide is the gas we breathe out. This whole process releases energy for the cell to use.
The energy is stored as ATP. The cell keeps ATP in storage, like “back up power.” It can
be taken out to be used as needed. By storing ATP, the cell always has the energy it
needs.
Living things can have just one cell or many. Single-celled organisms include
things like bacteria, yeast, and some types of algae. They do the same things that living
things do. However, they must do it all within just one cell. Multi-cellular organisms have
billions of cells that work together to provide for the organism’s needs.

Plant and animal cells both have organelles. Some types of organelles are the
same in both plant and animal cells. Other types of organelles, however, are only found in
plant cells or animal cells. All cells have a control centre called a nucleus. The nucleus
stores a special Molecule called DNA. The organism’s traits are controlled by the coding
found in its DNA. .All cells have a cell membrane that surrounds the cell to protect it and
control what goes in or out. Materials can move through the membrane by diffusion or
osmosis.
Diffusion is when materials move in or out of a cell from a place of high
concentration to one of low concentration. Osmosis is a special kind of diffusion that allows
water to pass through the membrane. However, in osmosis, many other materials are not
allowed to pass through. Plant cells have an extra layer called a cell wall that surrounds
each cell’s membrane. The cell wall is much stiffer to help the plant’s stems stand up and
support leaves and flowers.

Cytoplasm is a thick gelatine-like fluid that fills the space between a cell’s nucleus
and it cell membrane. Organelles float in and are supported by the cytoplasm. Ribosomes
are organelles that make proteins. Lysosomes, which are found mostly in animal cells,
break apart nutrients.
 177

The Golgi apparatus (GOAL-gee ap-a-RAT-us) prepares proteins be sent to various

parts of the body. Vacuoles are like bags of fluid that cells use to store things until they are
needed or until they can be disposed of. Mitochondria generate energy for the cell. The
endoplasmic reticulum, or ER, is a system of tubes and passages for transporting
materials. Chloroplasts, which are found only in plants, allow food to be made using
sunlight and carbon dioxide. All the organelles work together to make sure that the cells,
and ultimately the living organism, can do all the things that are necessary for survival.

Copyright ©2012 K12Reader - http://www.k12reader.com

1. Contrast a plant cell with an animal cell. How can you tell them apart?

______________________________________________________________

2. List two types of organelles.

______________________________________________________________

3. Predict what might happen if a cell lost its ability to perform cellular respiration.

______________________________________________________________

4. What are the processes in which materials move through a cell membrane

______________________________________________________________

5. What is the control center of a cell?

______________________________________________________________
 178

TEST 8

WHERE ON EARTH ARE YOU?

The four cardinal directions are shown on a magnetic compass. They are north, south, east
and west. The same four directions are also on a map. If you learn the cardinal directions,
they can help you find where you are on a map.

A compass rose is a printed symbol that shows these directions. It can help you understand
maps. A compass rose is usually drawn as art, with designs and details to make it beautiful.
This is especially true on very old maps.

Another way to identify your exact location is to use lines of latitude and longitude. They are
both imaginary lines that circle around Earth. Lines of latitude circle the Earth running east
and west. Lines of longitude circle the Earth running north and south. Together, these lines
form squares. It’s like the lines you see on graph paper. If you look closely on most maps,
you will see this graph paper printed on top of the map. If you look even closer, you will see
numbers written by the lines. These numbers help to give addresses to places on Earth. The
address for each place is known as its absolute location.

The equator is the main line of latitude that circles Earth. It is the same distance from the
North Pole as it is from the South Pole. The equator is the starting point for measuring
degrees of latitude. Each line of latitude is marked with a number that says how many
degrees north or south of the equator it is.

The prime meridian is the main line of longitude that circles Earth. It is the starting point for
measuring lines of longitude. Each line of longitude is marked with a number that says how
many degrees east or west of the prime meridian it is. You can accurately identify absolute,
or exact, locations on Earth. You determine the degrees that identify the latitude and
longitude lines that cross closest to your location.

Copyright ©2012 K12Reader - http://www.k12reader.com

1. What is the purpose of a compass rose?

A. To solely location positions on a map

B. To show the cardinal positions on a map
C. To make the compass look beautiful on a map
D. To learn about the cardinal directions on a map
 179

2. What is the purpose of imaginary lines around Earth?

_________________________________________________________________

3. Where is the starting position of the main latitude line that goes around the Earth?
Why?

______________________________________________________________

4. In your own words, explain how to find an absolute location.

_______________________________________________

5. Which is more helpful on a map, a compass rose, or lines of latitude and longitude?
Why?

___________________________________________________________________
 180

TEST 9

The Star Malaysia, 4 May 2014

Our Internet not so broadband after all
By CHRISTINA CHIN sgchris@thestar.com.my
According to a new global survey, the average broadband speed in Malaysia is slower than
Vietnam and Cambodia in the region, and barely ahead of Myanmar. Almost three times slower
than Vietnam, Malaysia at 5.48 Megabits per second (Mbps) was ranked a low 126 out of 192
countries surveyed from May 2013 to April this year in the recent Net Index.
Zooming to the number one spot was Hong Kong with a speed of 78.3 Mbps. Singapore sped
to second placing at 66.6 Mbps while South Korea was ranked fourth (53.77Mbps), the United
Kingdom 23rd (26.85Mbps) and the United States, 32nd (23.9Mbps).
The survey was conducted by Ookla – a global broadband testing and web-based network
diagnostic applications company that compares the download, upload and line quality of
broadband connections.
Commenting on the survey results, Federation of Malaysian Manufacturers (FMM)’s ICT and
multimedia committee chairman Dr Neoh Vee Heng said its 2,678 members were generally
concerned about the country’s slow Internet speed, the unavailability of wireless and fibre
connections, and the high cost of connectivity.
 181

TEXT 10

Travel insurance is the safety ticket

 182

TEXT 11

WALKING CAN HELP CREATIVE THINKING

PEOPLE who rely on walks to overcome writer’s block or solve a tricky problem seem to
have it right: new research shows that walking – whether indoors or outdoors – can
encourage creative thought.
Researchers at Stanford University’s Graduate School of Education, United States,
conducted experiments on 176 people and found that participants who walked, rather than
sitting or being pushed in a wheelchair, gave more creative responses on tests used to
measure creative thinking.
Previous research has shown that regular aerobic exercise can have a positive effect on
cognitive ability, but this study suggests that walking can have a very temporary effect on
certain kinds of thinking.
The researchers explain their decision to focus on walking, rather than more strenuous
exercise: “Asking someone to take a 30-minute run to improve creativity at work would be an
unpopular prescription for many people,” said co-author Dr Daniel L. Schwartz. “We wanted
to see if a simple walk might lead to more free-flowing thoughts and more creativity.”
In one test, researchers named an object, then asked a subgroup of 48 students to think
of alternative ways to use it. So, “button” might lead a student to say “as a doorknob on a
dollhouse”.
In another test, 48 students were asked to complete word associations involving three
word groups – for example, “cottage-Swiss-cake”, for which the correct answer was
“cheese”.
Of the students tested while walking, 100% came up with more creative ideas in one
experiment, while the other experiments saw 95%, 88% and 81% of the walkers come up
with more creative responses than when they were sitting.
Whether indoors or outdoors, the walkers had more creative responses.
Interestingly, when asked to solve problems with a single answer, walkers scored
slightly lower than the sitters.
While the authors say more research is necessary, one thing is clear: “Incorporating
physical activity into our lives is not only beneficial for our hearts, but our brains as well. This
research suggests an easy and productive way to weave it into certain work activities,” said
study co-author Dr Marily Oppezzo, of Santa Clara University, California.
The study was published in the American Psychological Association’s Journal of
Experimental Psychology: Learning, Memory and Cognition. – AFP
 183

TEXT 12

WANT TO LOSE WEIGHT?

I’m not proud to say that Malaysians are a seriously overweight and obese lot. According to
the World Health Organisation (WHO) Non-Communicable Disease Country Profile in 2011,
Malaysians are the most obese amongst citizens of South-East Asian countries.

Numero uno: According to WHO, we’re the fattest nation in South-East Asia. – WHO

Our penchant for nasi lemak, roti canai and char koay teow explains why a staggering
44% of all Malaysians have a body mass index (BMI) of over 25, which is the criteria for
being classified as overweight or obese.

The fact that most of us avoid exercise like the plague does not help matters.

It’s human nature to opt for the easy way out, which is why weight and fat loss
treatments are amongst our local aesthetic clinics’ most sought after procedures.

An affordable, effective way of shedding the pounds is to take appetite suppresants

containing phentermine. Phentermine is the active ingredient of a well-known brand of diet
medicine.

This United States Food and Drug Authority (FDA) approved medicine is also a
controlled item, meaning the patient would need to consult with a medical doctor each and
every time before getting the prescription.

Phentermine works by reducing one’s appetite. That fragrant, mouth-watering fried

chicken will suddenly seem less appetizing.
 184

Those on phentermine might find themselves satiated, and even full, with a few
spoonfuls of rice, whilst previously, they could easily wolf down a fourth helping at the buffet
restaurant.

Since he or she is consuming much fewer calories, the body will utilise the person’s fat
storage as fuel due to the calorie deficit.

I have seen clients losing eight kilograms, or even more, monthly when they are on
phentermine. The heavier the person is to begin with, the more pounds he or she will lose
when on this prescription drug.

Before starting the potential patient on this medicine, the friendly neighbourhood doctor
will first take a complete medical history to ascertain that there are no contraindications such
as heart disease, uncontrolled high blood pressure, pregnancy or breastfeeding.

Those who are only slightly overweight are not suitable for this drug, as dieting and
exercising alone will probably reduce those extra few kilos.

Next, the physician will conduct a thorough physical examination. The patient’s weight,
waist measurement, body fat percentage and blood pressure is recorded during each visit.

Instead of getting the patient to just completely rely on the medicine, we doctors would
advise the patient about healthy eating habits and exercise routines. The results are much
better if our clients are committed to helping themselves in the long run.

Most doctors will give a month’s supply of phentermine to their patient and get them to
come back for subsequent monitoring.

We would track the patient’s weight loss progress regularly, besides ensuring that he or
she does not have intolerable side effects, such as hand tremors, palpitations, insomnia,
feeling thirsty or mood swings.

Additional phentermine may be prescribed if the patient needs to lose more weight.

Losing weight is not the most difficult part of weight loss; maintaining the result after
stopping the drug is.

Once taken off the medicine, appetite goes back to normal and it may be difficult for
some to resist the temptation of that heavenly buffet spread or the latest delicacy, especially
after being deprived of such tantalizing yummies for a period of time.

We remind our patients that they will need to continue practising healthy eating habits
and slog away at the threadmill regularly even after discontinuing the medicine to maintain
the results.

Some clients are keen to lose their belly, love handles and back fat bulges, but are not
keen to go under the knife. Liposuction may give excellent, significant results, but it comes
with the risk of anaesthesia, scarring, discomfort, swelling and time taken off from regular
daily activities or work.
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Wearing a stifling compression garment for the subsequent months may also not be
some people’s cup of tea.

An exciting development in non-invasive body contouring and fat loss is selective

radiofrequency. Called Vanquish, this machine was launched last year to many good
reviews by clients.

The Vanquish system is a non-invasive, non-contact procedure that heats fat over the
treated area at a temperature of 40-45°C.

At this temperature, the fat cells are damaged and undergo a process called apoptosis,
or programmed cell death, whilst the surrounding tissue remains unaffected.

Fat cells that reach and maintain the desired therapeutic temperature will slowly die off
within the next few months and be removed by the body’s immune system.

The result is a safe and natural decrease in the adipose tissue layer.

The procedure is done once a week for at least four sessions. Each session takes half
an hour and covers the tummy and love handles or the back.

Clinical studies show that the Vanquish procedure produces visible, measurable results
with high client satisfaction.

The technology is suitable for those who are of normal weight or slightly overweight
individuals who have pockets of fat that are resistant to exercise and dieting.

For example, many ladies develop an unsightly pouch below the belly button after
pregnancy. Men may notice love handles, which simply refuse go away when they are
middle-aged.

These are examples of ideal candidates for this new radiofrequency treatment. The
Vanquish is not a weight-loss procedure as one will not lose many pounds. Rather, it is an
“inch-loss” or body-contouring procedure.

Phentermine and Vanquish are just examples of the various fat reduction methods that
aesthetic doctors can employ. Many new fat-busting technologies are being developed as
we speak, and a day may come in the future when everyone can afford to look fabulously
slim if they so desire.

Enough of writing from me this time. Now hand me that awesome bar of Kit Kat.

END.