SPRING TERM WORKBOOK YEAR 10

Language Paper 2
Comparing Writers Viewpoints and
Perspectives

Assessment Focus:

✓ AO1
✓ AO2
✓ AO3
Vivienne Maistry
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Assessment Objectives
Section A: Reading

AO1 : Comprehension ( AQA 8 marks and Edexcel 6 marks)

● Identify and Interpret explicit and implicit information and ideas

● Select and synthesise evidence from texts

AO2 : Language and Structure Analysis (AQA 8 marks and Edexcel 6 marks)

● Explain , comment on and analyse how writers use language and

structure to achieve effects and influence readers, using relevant subject
terminology to support their views.

AO3 : Writers’ Viewpoints and ideas (AQA 16 marks and Edexcel 14 marks)

• compare their similar perspectives on helping those in need

• compare the methods the writers use to convey their perspectives

• support your response with references to both texts.

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AO1 : Comprehension and Summary ( AQA 8 marks and Edexcel 6

marks)

● Identify and Interpret explicit and implicit information and

ideas
● Select and synthesise evidence from texts

How do we infer and summarise ?

1. Read the extract

DON’T
analyse
2. Paraphrase the Key points and state what it might suggest to you. Language!!!

Use this method :

Statement Evidence Inference / Meaning

Example

Summarise the difference in the weather conditions in the two sentences below:

After dinner , the man wore his coat, hat , scarf and gloves and went out for a walk on the
streets of London.

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Exhausted, the hikers slumped on the sand dunes in the Kalahari, as sweat streamed down
their faces.
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Task 1

Extract 1: The Great Fire of London (From the diary of Sameul Pepys: 1966)

Jane called up about three in the morning, to tell us of a great fire they saw in the City. So I rose, and
slipped on my night-gown and went to her window, and thought it to be on the back side of Mark
Lane at the farthest; but, being unused to such fires as followed, I thought it far enough off, and so
went to bed again, and to sleep. . . . By and by Jane comes and tells me that she hears that above
300 houses have been burned down tonight by the fire we saw, and that it is now burning down all
Fish Street, by London Bridge. So I made myself ready presently, and walked to the Tower; and there
got up upon one of the high places, . . .and there I did see the houses at the end of the bridge all on
fire, and an infinite great fire on this and the other side . . . of the bridge. . .
So down [I went], with my heart full of trouble, to the Lieutenant of the Tower, who tells me that it
began this morning in the King's baker's house in Pudding Lane, and that it hath burned St. Magnus's
Church and most part of Fish Street already. So I rode down to the waterside, . . . and there saw a
lamentable fire. . . . Everybody endeavouring to remove their goods, and flinging into the river or
bringing them into lighters that lay off; poor people staying in their houses as long as till the very fire
touched them, and then running into boats, or clambering from one pair of stairs by the waterside to
another. And among other things, the poor pigeons, I perceive, were loth to leave their houses, but
hovered about the windows and balconies, till they some of them burned their wings and fell down.

Extract 2: Kings Cross Fire in London

Twenty-seven people died last night and dozens were taken to hospital after breathing in
smoke after fire broke out under an escalator inside King's Cross underground station in
central London. Late last night more people were trapped underground. Police and firemen
were searching the tunnels.
More than 150 firefighters and 30 engines were involved in what the fire brigade described
as the most serious incident in recent years. Eight of those taken to hospital were
understood to be seriously ill. Rescuers used lighting equipment borrowed from television
camera crews, but almost two hours after the blaze started they were unable to get more
than a few yards into the station.
Transport police and firemen moved towards the station along Underground tunnels but the
smoke prevented them getting through. A Transport Police spokesman said: 'There are
dozens of tunnels under there.' Underground trains were kept running through the station
to increase ventilation. The escalator that caught fire served the Piccadilly line. Five
Underground lines intersect at the station, one of the biggest junctions on the system. The
injured were taken to University College Hospital and the Middlesex Hospital, both half a
mile away, and to St Bartholomews in the City.
The fire was discovered at about 7.30 pm, and smoke poured through into the mainline station
concourse above. Passengers waiting for trains north were asked by loudspeaker to evacuate the
station as scores of firemen moved in. Local residents also reported seeing the smoke billowing
above ground into the main road. The body of one victim, a young man whose skin was completely
blackened, was brought above ground shortly after 8.30 pm. He was found near the exit on the steps
of the underground entrance beside St Pancras mainline railway station, across the road from King's
Cross. Above ground on Euston Road there was traffic chaos as fire engines and ambulances made
their way to the station through the tail end of the rush-hour traffic. The final death toll for the
King's Cross fire was 31 including the Fire Brigade Station Officer, Colin Townsley.

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Questions:

1. Read both the extracts. The fire in both sources are different. Use details from both
sources to write a summary of the differences between both the fires in London?

Statement Evidence Inference / Meaning

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2. Compare how both writers convey the impact of the fire on People’s lives and the on the
Environment?
In your answer you could:
• compare their different views and experiences
• compare the methods they use to convey those views and experiences
• support your ideas with references to both texts refences to both texts. [16 marks] how
e writers have conveyed their different views and experiences
Write your improved paragraphs here…..

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Task 2
Read both the extracts. Use details from both sources to write a summary of the differences
between settings in both extracts.

Source A
Douglas Mawson is writing, in 1915, about his exploration of the Antarctic. Here, after the deaths of
his companions, he is trying to reach the safety of the Hut.

Alone
I was hauling the sledge through deep snow up a fairly steep slope when my feet broke through into
a crevasse1. Fortunately, as I fell I caught my weight with my arms on the edge and did not plunge in
further than the thighs.
I decided to try a crossing about fifty yards further along, hoping that there it would be better. But it
took an unexpected turn catching me unawares. This time I shot through 5 the centre of the snow in
a flash. Having seen my comrades perish and having lost hope of ever reaching the Hut, I had many
times wondered what the end would be like. So as I fell through into the crevasse the thought, “so
this is the end”, blazed up in my mind, for I expected that the next moment the sledge would follow
through, crash on my head, and all go to the unseen bottom. But the unexpected happened and the
sledge held, the deep snow acting as a brake.

Realizing that the sledge was holding I began to look around. The crevasse was somewhat over six
feet wide with sheer walls descending into blue depths below. My clothes were now stuffed with
snow broken from the roof, and very chilly it was. Above, at the other end of the fourteen-foot rope,
was the daylight seen through the hole in the 15 snow-lid. In my weak condition, the prospect of
climbing out seemed very poor indeed, but in a few moments the struggle was begun. A great effort
brought a knot in the rope within my grasp, and after a moment’s rest, I was able to draw myself up
and reach another, and, at length, hauled my body on to the overhanging snow-lid. Then, when all
appeared to 20 be well and before I could get to quite solid ground, a further section of the lid gave
way, throwing me once more down the full length of the rope.

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Source B
In 1891, Kate Marsden, a British missionary and explorer, participated in an expedition to Siberia.
Here she describes her journey through a mosquito infested marsh and forest.

More bogs and marshes for several miles; and then I grew so sleepy and sick that I begged to rest,
notwithstanding our position on semi-marshy ground, which had not as yet dried from the heat of
the summer sun. I was asleep in five minutes, lying on the damp ground with only a fan to shelter
me from the sun.
On again for a few more miles; but I began to feel the effects of this sort of travelling – in a word, I
felt utterly worn out. It was as much as I could do to hold on to the horse, and I nearly tumbled off
several times in the effort. The cramp in my body and lower limbs was indescribable, and I had to
discard the cushion under me, because it became soaked through and through with the rain, and
rode on the broad, bare, wooden saddle. What feelings of relief rose when the time or rest came,
and the pitching of tents, and the brewing of tea! Often I slept quite soundly till morning, awaking to
find that the mosquitoes had been hard at work in my slumbers, in spite of veil and gloves, leaving
great itching lumps, that turned me sick. Once we saw two calves that had died from exhaustion
from the bites of these pests, and the white hair of our poor horses was generally covered with clots
of blood, due to partly mosquitoes and partly to prodigious horse-flies. But those lepers– they
suffered far more than I suffered, and that was the one though, added to the strength that God
supply, that kept me from collapsing entirely.
My second thunderstorm was far worse than the first. The forest seemed on fire, and the rain
dashed in our faces with almost blinding force. After this storm one of the horses, carrying stores
and other things, sank into a bog nearly to its neck; and the help of all the men was required to get it
out.
Soon after the storm we were camping and drinking tea, when I noticed that all the men
were eagerly talking together and gesticulating. I asked what it all meant and was told that a
large bear was supposed to be in the neighbourhood, according to a report from a post-
station close at hand. There was a general priming of fire-arms, except in my case, for I did
not know how to use my revolver, so thought I had better pass it on to someone else, lest I
might shoot a man in mistake for a bear. We mounted again and went on. The usual
chattering this time was exchanged for a dead silence, this being our first bear experience;
but we grew wiser as we proceeded, and substituted noise for silence. We hurried on, as
fast as possible, to get though the miles of forests and bogs. I found it best not to look about
me, because, when I did so, every large stump of a fallen tree took the shape of a bear.
When my horse stumbled over the roots of a tree, or shield at some object unseen by me,
my heart began to gallop.

Answer
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Assessment Objective 03

Comparing Writer’s Viewpoints and Perspectives

What do we do for this question in the Exam?

• Compare and contrast the writers’ perspectives and viewpoints in 2
Sources/ Extracts
• State what and how both writers are expressing in the extracts
(thoughts/ feelings/ perspectives)
• Explain the viewpoints of each writer with reasons
• Comment on the writer’s methods explaining how well these methods
convey the feelings and viewpoints of the writers’ and what they
suggest.

Features to compare

The Setting, Incidents, Themes, Events, Feelings and Attitudes, Thoughts , Historical
Context, Language , Structure, Narrative Perspective , Atmosphere, Tone , Pace of text,
Unusual details, Tension and Suspense, Behaviour and Reactions of Characters,
Appearance of objects or Characters, Mystery

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Look at the following emojis. Think about how these feelings might be
conveyed in an extract. Fill out the table in the box below .

Emoji ( Feeling/ Technique/ Method that might be used to convey this

Emotion) emotion
Curious Rhetorical Questions , Excclamatives , Short sentences

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We need to:

✓ Compare Writers’ Viewpoints and Perspectives, Opinions.

Feelings, Emotions, Attitudes and Ideas
✓ Show how these Viewpoints and perspectives are conveyed
✓ Explain what these perspectives and feelings reveal about the
writers and their experiences

Answering Technique :

Use WFETA in the comparison question to help you write your 4

paragraphs by explain All of the following features in your answer:

• Writers’

• Feelings( Perspectives, Viewpoints, Thoughts, Ideas,

Emotions and Attitudes)

• Evidence ( Quotes)

• Techniques ( Methods)

• Analysis

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Sample Answer based on two drivers’ perspectives on Formula One racing

Annotate this answer with WFETA

1. Begin the answer with your thesis statement on the subject that both
writers talk about

Both writers in Source 1 and Source 2 has successfully attempted to convey the
danger and risk associated with F1 driving, through his description of the
setting and atmosphere…..

2.Explain how effectively this is conveyed through each writer’s methods

and the evidence

Through the use of visual imagery in ‘Charcoal grey tyres burning on 150
degrees of scorching asphalt’ , the writer in Source 1 successfully portrays the
extreme danger associated with the racing tracks in the Formula One event.
The writer’s use of colour imagery not only depicts the raw grit of the track and
tyres, but also the courage needed to take on the challenge of the perilous and
intense activity of racing. This would suggest that he is very brave but also
aware of the risk of racing. Similarly in Source 2, the writer conveys the danger
of racing through the use of ….

3. Zoom into specific words and phrases which you think demonstrates
impact and effect

The writer’s use of the emotive verb ‘ scorching’ suggests how extremely hot
and unpleasant it was for the drivers; yet they must continue driving until all 59
laps were finished despite the menacing weather conditions. In this way, the
writer in Source 1 emphasises the danger and risk associated with Formula One
racing, which might indicate the anxiety that is experienced during the race.

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Can you nd TWO emo ons a tudes that the

writers feel ini ally
ource A
e were standing outside late at
night. It was dark, and I was cold and
red. s the homeless man in front
of me shouted, I became increasingly
self conscious, aware of, in no
par cular order my height my
baby face which made me look
much younger than my years my
accent more posh than one would
expect from someone from Croydon,
I ve been told
ource
alking through St. ames s Park
about pm, I found the open spaces of
sward on either side the path thickly
do ed over with strange dark ob ects.
hey were human beings ragged men
and ragged women lying prone and
mo onless, not as those who lie down
for rest and en oyment, but as
creatures worn out and day. It s a
disgrace Sir said he , to go on in a City
like this and foreigners to see it, too

Write down some of the methods that the writers have used to convey their
attitudes and feelings in the bubbles below

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Task 3

Source A
Extract from American Sniper: The Autobiography of the Most Lethal Sniper in U.S.
Military History by Chris Kyle with Scott McEwen and Jim DeFelice, published 2012

Late March 2003. In the area of Nasiriya, Iraq

I looked through the scope of the sniper rifle, scanning down the road of the tiny Iraqi town.
Fifty yards away, a woman opened the door of a small house and stepped outside with her
child.
The rest of the street was deserted. The local Iraqis had gone inside, most of them scared. A
few curious souls peeked out from behind curtains, waiting. They could hear the rumble of
the approaching American unit. The Marines were flooding up the road, marching north to
liberate the country from Saddam Hussein.
It was my job to protect them. My platoon had taken over the building earlier in the day,
sneaking into position to provide “overwatch”—prevent the enemy from ambushing the
Marines as they came through.

It didn’t seem like too difficult a task—if anything, I was glad the Marines were on my side.
I’d seen the power of their weapons and I would’ve hated to have to fight them. he Iraq
army didn’t stand a chance. nd, in fact, they appeared to have abandoned the area
already.
he war had started roughly two weeks before. My platoon, “Charlie” later “Cadillac” of
SEAL Team 3, helped kick it off during the early morning of March 20. We landed on al-Faw
Peninsula and secured the oil terminal there so Saddam couldn’t set it ablaze as he had
during the First Gulf War. Now we were tasked to assist the Marines as they marched north
toward Baghdad.
I was a SE L, a Navy commando trained in special operations. SE L stands for “SEa, ir,
Land,” and it pretty much describes the wide ranges of places we operate. In this case, we
were far inland, much farther than SEALs traditionally operated, though as the war against
terror continued, this would become common. I’d spent nearly three years training and
learning how to become a warrior; I was ready for this fight, or at least as ready as anyone
can be.

The rifle I was holding was a 300 WinMag, a bolt-action, precision sniper weapon that
belonged to my platoon chief. He’d been covering the street for a while and needed a break.
He showed a great deal of confidence in me by choosing me to spot him and take the gun. I
was still a new guy, a newbie or rookie in the Teams. By SEAL standards, I had yet to be fully
tested.
I was also not yet trained as a SEAL sniper. I wanted to be one in the worst way, but I had a
long way to go. Giving me the rifle that morning was the chief’s way of testing me to see if I
had the right stuff. We were on the roof of an old rundown building at the edge of a town
the Marines were going to pass through. The wind kicked dirt and papers across the

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battered road below us. The place smelled like a sewer—the stench of Iraq was one thing I’d
never get used to.
“Marines are coming,” said my chief as the building began to shake. “Keep watching.”
I looked through the scope. The only people who were moving were the woman and maybe
a child or two nearby. I watched our troops pull up. Ten young, proud Marines in uniform
got out of their vehicles and gathered for a foot patrol. As the Americans organized, the
woman took something from beneath her clothes, and yanked at it. She’d set a grenade. I
didn’t realize it at first.
“Looks yellow,” I told the chief, describing what I saw as he watched himself.
“It’s yellow, the body—"
“She’s got a grenade,” said the chief. “ hat’s a Chinese grenade.”
“Shit.”
“ ake a shot.”
“But—“
“Shoot. Get the grenade. he Marines—“
I hesitated. Someone was trying to get the Marines on the radio, but we couldn’t reach
them. They were coming down the street, heading toward the woman.
“Shoot ” said the chief.
I pushed my finger against the trigger. The bullet leapt out. I shot. The grenade dropped. I
fired again as the grenade blew up.It was the first time I’d killed anyone while I was on the
sniper rifle. And the first time in Iraq—and the only time—I killed anyone other than a male
combatant. It was my duty to shoot, and I don’t regret it. he woman was already dead. I
was ust making sure she didn’t take any Marines with her.

Source B
Letter from Wilfred Owen to his mother, written on 16th January 1917

Although he had joined up in October1915, following his training, Owen had only been in
France for two and a half weeks at the time he wrote this letter.

I can see no excuse for deceiving you about these last four days. I have suffered seventh
hell. – I have not been at the front. – I have been in front of it. – I held an advanced post,
that is, a ‘dug-out’ in the middle of No Man’s Land.
We had a march of three miles over shelled road, then nearly three along a flooded trench.
After that we came to where the trenches had been blown flat out and had to go over the
top. It was of course dark, too dark, and the ground was not mud, not sloppy mud, but an
octopus of sucking clay, three, four, and five feet deep, relieved only by craters full of
water…
hree quarters dead… we reached the dug-out, and relieved the wretches therein…
My dug-out held twenty-five men tight packed. Water filled it to a depth of one or two feet,
leaving say four feet of air. One entrance had been blown in and blocked. – So far, the other
remained.
he Germans knew we were staying there and decided we shouldn’t. hose fifty hours were
the agony of my happy life. – Every ten minutes on Sunday afternoon seemed an hour. - I
nearly broke down and let myself drown in the water that was now slowly rising over my
knees.

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owards 6 o’clock, when, I suppose, you would be going to church, the shelling grew less
intense and less accurate: so that I was mercifully helped to do my duty and crawl, wade,
climb and flounder over No Man’s Land to visit my other post. It took me half an hour to
move about hundred and fifty yards…
In the platoon on my left the sentries over the dug-out were blown to nothing… I kept my
own sentries half way down the stairs during the most terrific bombardment. In spite of this,
one lad was blown down and I am afraid, blinded.

Questions

Read Source A and answer the following questions:

1. How has the writer used Language to create tension in this part of the extract? (8)

“Looks yellow,” I told the chief, describing what I saw as he watched himself.
“It’s yellow, the body—"
“She’s got a grenade,” said the chief. “ hat’s a Chinese grenade.”
“Shit.”
“ ake a shot.”
“But—“
“Shoot. Get the grenade. he Marines—“
I hesitated. Someone was trying to get the Marines on the radio, but we couldn’t
reach them. They were coming down the street, heading toward the woman.
“Shoot ” said the chief.
I pushed my finger against the trigger. The bullet leapt out. I shot. The grenade
dropped. I fired again as the grenade blew up.It was the first time I’d killed anyone
while I was on the sniper rifle. And the first time in Iraq—and the only time—I killed
anyone other than a male combatant. It was my duty to shoot, and I don’t regret it.
he woman was already dead. I was ust making sure she didn’t take any Marines
with her.

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2. How has the writer used Structure to engage and interest the reader in the whole of
Source A? (8 marks)
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3. For this question, you need to refer to the whole of source A together with the
whole of source B. Compare how the writers have conveyed their different views
and experiences of war.
In your answer, you could:
• compare their different views and experiences
• compare the methods they use to convey those views and experiences
• support your ideas with references to both texts refences to both texts.
AQA (16 marks )
Edexcel (14 marks)

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Task 4
Source A
The following passage explains how the Great Plague of 1665 changed the face of London
and the lives of the people living there.

The plague of 1665 began in London in the February of that year and, within 7 months,
100,000 Londoners had died; one fifth of the population lost their lives. Each London parish
had to add up the number of dead, they were printed on a list called the ‘Mortality Bills’. t
one point in September it was registered that 7,165 people had died in just one week before
the spread of the disease slowed down. An already grim scenario had been made even
worse by the hot summer of 1665 that escalated the spread of the disease to uncontrollable
levels. It wasn’t until the Great Fire of London in 666 that the threat of the disease ended.

The causes of the plague were much debated and different people believed different things.
Some believed that stray roaming cats and dogs were responsible and so ‘dog killers’ were
appointed; 40,000 dogs and 200,000 cats were slaughtered on the diseased streets of
London. However, more likely was the scenario that disease-ridden fleas were carried
around the city on the bodies of oblivious rats and in full view of unconcerned crowds.
Rats were very prevalent in London at a time when waste, both domestic and human, was
left on the streets. The putrid stench of human waste attracted the curious and hungry rats.
Their sinewy bodies frantically scurried through the mounds of rancid waste. Upon their oily
bodies they carried a miniscule enemy, unable to be seen by the naked eye. Silent yet bold,
these deadly fleas jumped enthusiastically from the bodies of their couriers on to those of
the unsuspecting people living near by and released their deadly cargo. These invisible
assassins were responsible for wiping out a fifth of the whole population as if implementing
a horrific master plan. Once the infection was unleashed there was no stopping it.

It was the city’s poor who suffered the most those who could afford to leave London did
and perhaps saved their lives in doing so. The poor however, were trapped, waiting for the
inevitable. In the poorest areas of London, families lived in one room and so when one
person fell ill, the rest soon followed. Any family that had one member infected by the
plague was locked in their house for 40 days and 40 nights with a red cross painted on their
front door accompanied by the words, “Lord, have mercy upon us”. hose who had not
caught the disease could do nothing but try and find strength in the interminable wait.
Those who remained alive would watch their loved ones deteriorate, powerless to act
against a disease that killed with ruthless efficiency. Their bodies would be enveloped by
angry red, circular blotches found on the skin. Large pus-filled sacs would be found lurking
under the armpit and near the groin. he victim’s breath would putrify as the disease
intensified causing everyone in close proximity to feel repulsed. The victim was robbed of
peaceful sleep as the pain started to infiltrate their veins. The cruel disease even stole
speech as its victim became less and less intelligible. Towards the end, as the disease made
its final assault, the victim was left in the throes of a mindless delirium, lurching about as if
in a drunken stupor, staggering and stumbling with no control over their own bodies.

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Source B

The following extract is an online article by Robin McKie, Science Editor Fri 17 Apr 2020
that appeared in the Guardian on Friday April 2020

Coronavirus: five months on, what scientists now know about Covid-19. Medical
researchers have been studying everything we know about coronavirus. What have they
learned – and is it enough to halt the pandemic?

Coronaviruses have been causing problems for humanity for a long time. Several versions
are known to trigger common colds and more recently two types have set off outbreaks of
deadly illnesses: severe acute respiratory syndrome (Sars) and Middle East respiratory
syndrome (Mers).

But their impact has been mild compared with the global havoc unleashed by the
coronavirus that is causing the Covid-19 pandemic. In only a few months it has triggered
lockdowns in dozens of nations and claimed more than 145,000 lives. And the disease
continues to spread. That is an extraordinary achievement for a spiky ball of genetic
material coated in fatty chemicals called lipids, and which measures 80 billionths of a metre
in diameter. Humanity has been brought low by a very humble assailant.

On the other hand, our knowledge about the Sars-CoV-2, the virus that causes Covid-19, is
also remarkable. This was an organism unknown to science five months ago. Today it is the
subject of study on an unprecedented scale. Vaccines projects proliferate, antiviral drug
trials have been launched and new diagnostic tests are appearing.

The questions are therefore straightforward: what have we learned over the past five
months and how might that knowledge put an end to this pandemic?

The Sars-CoV-2 virus almost certainly originated in bats, which have evolved fierce immune
responses to viruses, researchers have discovered. These defences drive viruses to replicate
faster so that they can get past bats’ immune defences. In turn, that transforms the bat
into a reservoir of rapidly reproducing and highly transmissible viruses. Then when these bat
viruses move into other mammals, creatures that lack a fast-response immune system, the
viruses quickly spread into their new hosts. Most evidence suggests that Sars-CoV-2 started
infecting humans via an intermediary species, such as pangolins.

“ his virus probably umped from a bat into another animal, and that other animal was
probably near a human, maybe in a market,” says virologist Professor Edward Holmes of
Sydney University. “ nd so if that wildlife animal has a virus it’s picked up from a bat and
we’re interacting with it, there’s a good chance that the virus will then spread to the person
handling the animal. Then that person will go home and spread it to someone else and we
have an outbreak.”

As to the transmission of Sars-CoV-2, that occurs when droplets of water containing the
virus are expelled by an infected person in a cough or sneeze.

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Questions

Language and Structure – A02

Read Source A and answer the following questions:

1. How has the writer used Language to describe the victims of the plague in the excerpt
below? (8)

Those who remained alive would watch their loved ones deteriorate, powerless to act
against a disease that killed with ruthless efficiency. Their bodies would be enveloped by
angry red, circular blotches found on the skin. Large pus-filled sacs would be found lurking
under the armpit and near the groin. he victim’s breath would putrify as the disease
intensified causing everyone in close proximity to feel repulsed. The victim was robbed of
peaceful sleep as the pain started to infiltrate their veins. The cruel disease even stole
speech as its victim became less and less intelligible. Towards the end, as the disease made
its final assault, the victim was left in the throes of a mindless delirium, lurching about as if
in a drunken stupor, staggering and stumbling with no control over their own bodies. The
plague stripped its victims of both dignity and self-constraint. Alienated from the outside
world, they could do nothing but meekly await their inevitable demise.

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2. Read the whole of Source B. How has the writer used Structure to engage and interest the
reader ? ( 8 marks )

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Comparing Writers’ Viewpoints Perspectives - AO3

For this question, you need to refer to the whole of source A together with the whole of
source B.
Compare how the writers have conveyed their different views about diseases.
In your answer, you could:

• compare their different views and experiences

• compare the methods they use to convey those views and experiences
• support your ideas with references to both texts refences to both texts.

(16 marks ) AQA

(14 marks ) Edexcel
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Task 5

Source A
Nelson Mandela’s speech at the Make Poverty History Campaign in London
when he addressed over 22,000 people who had gathered for the Make
Poverty History Campaign in Trafalgar Square.

I am privileged to be here today at the invitation of The Campaign to Make Poverty History.

As you know, I recently formally announced my retirement from public life and should really
not be here.

However, as long as poverty, injustice and gross inequality persist in our world, none of us
can truly rest.
Moreover, the Global Campaign for Action Against Poverty represents such a noble cause
that we could not decline the invitation.

'Prison of poverty'

Massive poverty and obscene inequality are such terrible scourges of our times - times in
which the world boasts breathtaking advances in science, technology, industry and wealth
accumulation - that they have to rank alongside slavery and apartheid as social evils.

The Global Campaign for Action Against Poverty can take its place as a public movement
alongside the movement to abolish slavery and the international solidarity against
apartheid.

And I can never thank the people of Britain enough for their support through those days of
the struggle against apartheid. Many stood in solidarity with us, just a few yards from this
spot.

Through your will and passion, you assisted in consigning that evil system forever to history.
But in this new century, millions of people in the world's poorest countries remain
imprisoned, enslaved, and in chains.They are trapped in the prison of poverty. It is time to
set them free.

Like slavery and apartheid, poverty is not natural. It is man-made and it can be overcome
and eradicated by the actions of human beings. And overcoming poverty is not a gesture of
charity. It is an act of justice. It is the protection of a fundamental human right, the right to
dignity and a decent life.

While poverty persists, there is no true freedom.

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Source B

Florence Nightingale’s letter to The Times on ‘Trained Nurses for the ick Poor’

Florence Nightingale was a manager and trainer of nurses during the Crimean War, in
which she organised care for wounded soldiers.

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Questions:

You need to refer to Source A and Source B for this question.

Both sources describe the importance of social change.

Use details from both sources to write a summary of the similarities between the aims of
each speaker.

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You now need to refer only to Source B from paragraph two onwards.

How does the writer use language to encourage the public to support the Association?

[12 marks]

For this question, you need to refer to the whole of Source A, together with the whole of
Source B.

Compare how the writers convey their similar perspectives on helping those in need.

In your response, you could:

• compare their similar perspectives on helping those in need

• compare the methods the writers use to convey their perspectives

• support your response with references to both texts.

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Task 6

Source A
Appeal for young people to take urgent Climate Action

In March 2019, I addressed thousands of pupils from schools, colleges and

universities across the UK at the second major strike for climate action in
London. © Photo: Richard Burton

My letter to headteachers
To school leaders around the world,

My name is Kumi Naidoo and I am the Secretary General of mnesty International, the world’s
largest human rights organisation. I am writing to you today about what I believe to be the
single most important issue facing our current generation of children and how you can play a
key role in enabling them to take action.

As you will know well, the past year has seen an unprecedented wave of activism from
children across the world in response to the climate emergency facing our planet. Inspired by
the example of Greta Thunberg, more than a million young people from dozens of countries
have joined the Fridays for Future movement and other youth-led groups, participating in
demonstrations that have often meant skipping school.

The fact that children are missing classes to take part in this movement has, understandably,
provoked strong reactions and concerns. I understand the pressures you face as school
leaders in navigating this challenge. Indeed, Amnesty International has campaigned on the
right of all children to receive a quality education.

But, I believe that the cause for which these children are fighting is of such historic significance
that I am writing to you today with a request to neither prevent nor punish your pupils from
taking part in the global days of strikes planned for 20 and 27 September.

The climate emergency is the defining human rights issue for this generation of children. Its
consequences will shape their lives in almost every way imaginable. The failure of most
governments to act in the face of overwhelming scientific evidence is arguably the biggest
inter-generational human rights violation in history.

Human rights exist to help us live together in freedom, justice and peace. But none of that is
possible without a liveable planet.

The right to a healthy environment, including a safe climate, is essential for the enjoyment of
so many other rights. It is a right that sadly, children today have been forced to take the lead
in asserting.

By taking part in these protests, children are exercising their human rights to freedom of
expression, peaceful assembly, and to have a say in decisions and matters that affect their
lives. In doing so, they are teaching us all a valuable lesson: the importance of coming together

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to campaign for a better future. Participants in the climate strike are human rights defenders.
The Fridays for Future movement of schoolchildren have been named as winners of Amnesty
International’s ‘ mbassador of Conscience’ award for 0 9. Past awardees include Nelson
Mandela, Malala Yousafzai, Ai Weiwei, Harry Belafonte, Joan Baez and Colin Kaepernick.

hile watching these protests gather pace, I can’t help but be reminded of my own past.
Aged 15, while at school in my native South Africa, I organised a protest against the apartheid
system. I was expelled for this. It was a devastating moment for me. It was a very difficult
moment for me and brought an overwhelming fear about how it might affect my future.

This setback redoubled my commitment to learning, and thankfully I was able to complete
my studies and ultimately take up the role I have the honour of holding today. But I also had
something that children of this generation do not have: the chance to imagine a future that
is not overshadowed by the prospect of a climate emergency. My experience also informed
my strong belief that children should not be punished for speaking out about the great
injustices of our age. In fact, when it has fallen on young people to show the leadership that
many adults who hold great positions of power have failed to, it is not young people’s
behaviour we should be questioning. It is ours.

Thank you for considering my plea and I hope that, working with students, parents and your
staff, you will be able to support this critical moment in history.

With respect,
Kumi Naidoo
Secretary General of Amnesty International

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Source B : London Fog

A London Fog

R Russell, London Fogs (London: 1880), p. 6.

A London fog is brown, reddish-yellow, or greenish, darkens more than a white fog, has a
smoky, or sulphurous smell, is often somewhat dryer than a country fog, and produces,
when thick, a choking sensation. Instead of diminishing while the sun rises higher, it often
increases in density, and some of the most lowering London fogs occur about midday or late
in the afternoon. Sometimes the brown masses rise and interpose a thick curtain at a
considerable elevation between earth and sky. A white cloth spread out on the ground
rapidly turns dirty, and particles of soot attach themselves to every exposed object.

The Times for uesday, December 837, describing the previous day’s fog.

Not only was the darkness so great [in the morning] that the shops were all lighted up., but
also every object in the streets, however near, was totally obscured from the view of the
persons walking along. In Piccadilly the darkness was very great, and the confusion caused
by the vehicles running against each other beyond description. bout 9 o’clock the Hastings
branch coach, which had just left the Old White Horse Cellar, while endeavouring to turn
into St. ames’s-street, ran into the shop window of Mr Hoby, the celebrated bootmaker, at
the western corner, which it demolished with a fearful crash, breaking upwards of

The fog crept in everywhere. As The Times of uesday, anuary 86 noted, “Even those
who remained at home found a large clear fire but a poor mitigation of the unpleasant
atmosphere that filled their comfortable rooms.” In the theatre, the voices of the actors
were heard, but the actors themselves could hardly be seen. As the century moved forward,
the fogs seemed to increase in frequency and density. The growth of industry and the ever
expanding population which relied on coal for heating and cooking meant that those
elements which contributed to “pea-soupers” increased in volume. The Medical Times and
Gazette in December of 1873 described one recent fog as “one of the most disastrous this
generation has known,” going on to point out that “to persons with cardiac and respiratory
disease it has in numerous instances proved fatal.” In fact, 73 people died as a result of
bronchitis caused by the coal-smoke saturated fog which enveloped the city for days.

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Questions

1. In Source A , how has the writer used Language to persuade

the reader to take action throughout the text? ( 8 marks)

2. Read the whole of Source A . How has the writer used

Structure to engage the reader . ( 8 marks)

3. Comparing Writers Perspectives

For this question, you need to refer to the whole of Source A together
with Source B. Compare how the two writers convey their different
attitudes to environmental issues.

In your answer, you could:

• compare their different attitudes
• compare the methods they use to convey their attitudes
• support your ideas with references to both texts.

(16 marks ) AQA

(14 marks ) Edexcel

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 Task 7

Source A
The Victorian era saw an horrific number of fatal train crashes. The writer Charles Dickens was
involved in a train crash in Staplehurst on 9th June 1865 but fortunately survived. Here is his
eyewitness account in a letter written to a friend:

My dear Mitton,

I should have written to you yesterday or the day before, if I had been quite up to writing. I am a little
shaken, not by the beating and dragging of the carriage in which I was, but by the hard work afterwards
in getting out the dying and dead, which was most horrible.

I was in the only carriage that did not go over into the stream. It was caught upon the turn by some of
the ruin of the bridge, and hung suspended and balanced in an apparently impossible manner. Two
ladies were my fellow passengers; an old one, and a young one. 5
This is exactly what passed:- you may judge from it the precise length of the suspense. Suddenly we
were off the rail and beating the ground as the car of a half emptied balloon might. The old lady cried
out “My God ” and the young one screamed. I caught hold of them both the old lady sat opposite, and
the young one on my left and said “ e can’t help ourselves, but we can be quiet and composed. Pray
don’t cry out.” hey both answered quite collectedly, “Yes,” and I got out without the least notion of 10
what had happened.

Fortunately, I got out with great caution and stood upon the step. Looking down, I saw the bridge gone
and nothing below me but the line of the rail. Some people in the two other compartments were madly
trying to plunge out of the window, and had no idea there was an open swampy field 15 feet down
15
below them and nothing else! The two guards (one with his face cut) were running up and down on the
down side of the bridge which was not torn up quite wildly. I called out to them “Look at me. Do stop
an instant and look at me, and tell me whether you don’t know me.” One of them answered, “ e
know you very well, Mr Dickens.” “ hen,” I said, “my good fellow for God’s sake give me your key, and
send one of those labourers here, and I’ll empty this carriage.”
20
We did it quite safely, by means of a plank or two and when it was done I saw all the rest of the train
except the two baggage cars down in the stream. I got into the carriage again for my brandy flask, took
off my travelling hat for a basin, climbed down the brickwork, and filled my hat with water. Suddenly I
came upon a staggering man covered with blood (I think he must have been flung clean out of his
carriage with such a frightful cut across the skull that I couldn’t bear to look at him. I poured some 25
water over his face, and gave him some to drink, and gave him some brandy, and laid him down on the
grass, and he said, “I am gone”, and died afterwards.
Then I stumbled over a lady lying on her back against a little pollard tree, with the blood streaming over her
face (which was lead colour) in a number of distinct little streams from the head. I asked her if she could
swallow a little brandy, and she just nodded, and I gave her some and left her for somebody else. The next 30
time I passed her, she was dead. No imagination can conceive the ruin of the carriages, or the extraordinary
weights under which the people were lying, or the complications into which they were twisted up among iron 35
and wood, and mud and water.
I don’t want to be examined at the Inquests and I don’t want to write about it. It could do no good either way,
and I could only seem to speak about myself, which, of course, I would rather not do. But in writing these
scanty words of recollection, I feel the shake and am obliged to stop.

Ever faithfully, Charles Dickens

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Source B:

A newspaper interview with the parents of a woman who was killed in a train crash 15 years
earlier known as the Paddington Rail Disaster, which occurred in London on October 5th
1999

Those present at the scene of the Paddington rail crash have said that the worst memory they
have endured over the past 15 years is the sound of mobile phones ringing from the bodies of
the dead. Among the scorched metal carcases of the two trains involved in one of Britain’s
worst-ever rail disasters, a cacophony of telephones bleeped and buzzed. At the other end of
the line were anxious family and friends, their desperation building with each missed call.
Denman Groves first phoned his daughter, Juliet, at around 8.30am on October 5 1999. He and
his wife Maureen had woken up in their home in the village of Ashleworth, near Gloucester,
and as usual, switched on the television news. Like the rest of the nation watching that crisp
autumn morning, they stared in shock at the plume of smoke rising from the wreckage of the
two passenger trains that had collided just outside Paddington station. Neither could even
imagine that their 25-year-old daughter might have been on board. “I didn’t even think she was
anywhere near Paddington that day,” says Denman. Still, when he left for work, he tried to
phone her from the car – ust to make sure. here was no answer. “I thought I’d try again, but
then I was so busy that I forgot. It wasn’t until lunchtime that I called. I still couldn’t get an
answer, so phoned her company. hey said ' e’re afraid she hasn’t arrived yet, Mr Groves,
and we’re very worried.’ t that point my heart sank.”

Juliet Groves, an accountant with Ernst & Young, was one of hundreds aboard a Thames Trains
commuter service from Paddington station at 8.06am that morning. Petite, pretty and fiercely
intelligent – the previous year she had come seventh in the entire country in her chartered
accountancy exams, Juliet lived in Chiswick but was travelling by train to Slough, where she was
winding up a company. Despite her young age, she was already a specialist in bankruptcy and
was being fast-tracked to become a partner in the company. From birth she had suffered from
partial blindness and was unable to drive. As a result, she travelled everywhere by rail. She was
in the front carriage of the train when it passed through a red signal at Ladbroke Grove and into
the path of the oncoming Paddington-bound First Great Western express travelling from
Cheltenham Spa in Gloucestershire. Both drivers were killed, as well as 29 passengers, and 400
others were in ured. uliet’s body was one of the last to be discovered. She was finally found on
the eighth day.

The outcry that followed led to the biggest-ever safety shake-up of the country’s rail network. In 007,
after years of campaigning by the families, Network Rail was fined £4 million for health and safety
breaches. Travelling by train on the same line from Paddington towards Gloucestershire, it is easy to
imagine the scene in those carriages seconds before the impact. Passengers gaze out of windows across
the snaking railway lines bordered by city scrub. A few talk business into mobile phones; others sip
coffees and browse through their newspapers. he disaster, says Network Rail, “simply could not
happen today”. But that promise is not enough for Denman and Maureen Groves. Neither have boarded
a British train since the crash, and never will again. Their grief would not allow it, nor the sense of
lingering in ustice. “I can’t do it, I won’t do it,” says Denman. “I don’t want any involvement with
Network Rail. The last contact I had with them was at the trial in 2007. I told the chairman he ought to
be ashamed of himself.”
Questions
1. How has the writer in Source A used Language to create tension?
2. How has the writer used Structure in Source B to engage and interest the reader?

3. For this question, you need to refer to the whole of Source A together
with the whole of Source B. Compare how the both writers convey their
different attitudes and viewpoints about the train accidents.

(16 marks ) AQA

(14 marks ) Edexcel

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