Down The Rabbit-Hole: Standard-Level Written Comprehension

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Down the Rabbit-Hole

Standard-level written comprehension
Alice was beginning to get very tired of sitting by her sister on the bank, and of having
nothing to do: once or twice she had peeped into the book her sister was reading, but
it had no pictures or conversations in it, ‘and what is the use of a book,’ thought Alice
‘without pictures or conversations?’
5 So she was considering in her own mind (as well as she could, for the hot day made
her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would
be worth the trouble of getting up and picking the daisies, when suddenly a White
Rabbit with pink eyes ran close by her.
There was nothing so very remarkable in that; nor did Alice think it so very much out
10 of the way to hear the Rabbit say to itself, ‘Oh dear! Oh dear! I shall be late!’ (when she
thought it over afterwards, it occurred to her that she ought to have wondered at this,
but at the time it all seemed quite natural); but when the Rabbit actually took a watch
out of its waistcoat-pocket, and looked at it, and then hurried on, Alice started to her
feet, for it flashed across her mind that she had never before seen a rabbit with either
15 a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran
across the field after it, and fortunately was just in time to see it pop down a large
rabbit-hole under the hedge.
In another moment down went Alice after it, never once considering how in the world
she was to get out again.
20 The rabbit-hole went straight on like a tunnel for some way, and then dipped
suddenly down, so suddenly that Alice had not a moment to think about stopping
herself before she found herself falling down a very deep well.
Either the well was very deep, or she fell very slowly, for she had plenty of time as she
went down to look about her and to wonder what was going to happen next. First,
25 she tried to look down and make out what she was coming to, but it was too dark to
see anything; then she looked at the sides of the well, and noticed that they were filled
with cupboards and book-shelves; here and there she saw maps and pictures hung
upon pegs. She took down a jar from one of the shelves as she passed; it was labelled
‘ORANGE MARMALADE’, but to her great disappointment it was empty: she did not
30 like to drop the jar for fear of killing somebody, so managed to put it into one of the
cupboards as she fell past it.
From Alice’s Adventures in Wonderland by Lewis Carroll
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1. Write down a word which means the same as ‘tired’ in (line 1). (1)
…………………………………………………………………………………………………..
2. Alice thinks that her sister’s book is boring because it has ‘no pictures or
conversations’ (line 3). She believes that books like this are useless.
Imagine that you are Alice’s sister. Explain why you disagree with Alice’s
opinion. (3)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
3. Using your own words, state what is meant by ‘nor did Alice think it so very
much out of the way’ (lines 9-10). (1)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
4. ‘She did not like to drop the jar for fear of killing somebody.’ (line 30)
(a) Why does Alice think that dropping the jar might kill somebody? (3)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
(b) What does this quotation suggest about Alice’s personality? (2)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
5. (a) Quote two brief examples from the passage where a bizarre thing is made
to seem very ordinary by the author. You do not need to quote whole
sentences. (2)
(i) ………………………………………………………………………………………………
…………………………………………………………………………………………………..
(ii) ………………………………………………………………………………………………
…………………………………………………………………………………………………..
(b) Choose one of your examples from (a) and explain how Carroll makes it
seem so normal. (2)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
(c) Why do you think Carroll uses this effect (making strange things seem
normal) so often in the passage? (2)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
6. Lewis Carroll uses many long sentences in this passage. Referring to evidence
from the text, explain why you think he does this. (4)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
7. Explain how and why Alice’s emotions change during the passage. (5)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
8. The following paragraph is missing essential punctuation in several places.

Circle each of these places, as accurately as you can. (5)
Alices fall into the world down the rabbit hole an unusual event by anybodys
standards captures our imagination because many of us have strained or twisted an
ankle down a hole at some point in our lives when we did so especially if we were
children we might well have wondered what wed have found further down the hole
if only we could have looked
TOTAL 30 MARKS
Solutions
1. Write down a word which means the same as ‘tired’ (line 1). (1)
bored
From the context – that ‘Alice was beginning to get very tired of sitting by her sister
on the bank, and of having nothing to do’ – it’s clear that this isn’t physical tiredness
(‘fatigue’ or ‘exhaustion’): it’s boredom.
The question sets a high bar when it asks for a word which means ‘the same’ as ‘tired’.
Marking: A word which has a slightly different but related meaning (‘irritated’ or
‘frustrated’, for instance) would only get a 1⁄2 mark. [1 mark]
2. Alice thinks that her sister’s book is boring because it has ‘no pictures or
conversations’ (line 3). She believes that books like this are useless.
Imagine that you are Alice’s sister. Explain why you disagree with Alice’s
opinion. (3)
If a book has no pictures, you have to imagine how the things in the story look, and
this means that you create a fantasy world of your own in your head. This is more
interesting than when a book shows you how things look by including pictures.
As Alice’s sister, you might disagree with all or part of the opinion. This is because
you show disagreement with an idea even if you only dispute part of it. The example
above focuses on ‘pictures’. You could also write about ‘conversations’, or refer to both
things.
The important thing is that your response is clear and offers the marker at least three
things to tick. For instance, the example makes an initial point for one mark, then
develops it for a second; it then contrasts this with an alternative, for a third mark.
Marking: A clear and relevant response, with sufficient points (or developments of
points) for three marks. [3 marks]
3. Using your own words, state what is meant by ‘nor did Alice think it so very
much out of the way’ (lines 9-10). (1)
Neither did Alice find it very strange.
This is a one mark question, because it is really only testing whether you can work out
that ‘out of the way’ means ‘strange’ or ‘peculiar’. The first part of the sentence might
offer a clue when it says that Alice sees ‘nothing so very remarkable’ about the rabbit.
As with any ‘own words’ question, it is sensible to translate all the elements. This way
you run no risk with different marking styles. Therefore, you should also make clear
that ‘nor’ means ‘neither’ – or at least that it is a negative statement of some sort.
Marking: Needs to include the idea that Alice doesn’t find the event (or the rabbit)
strange. [1 mark]
4. ‘She did not like to drop the jar for fear of killing somebody.’ (line 30)
(a) Why does Alice think that dropping the jar might kill somebody? (3)
She thinks she is high above the bottom of the well, in which case the jar would reach
a very fast speed while falling. The household items probably make her think that
there is likely to be somebody living at the bottom.
This is a ‘why’ question, so you need to give reasons. It is a little tricky, however,
because it might imply that the answer is stated in the passage; whereas in fact you
need to suggest reasons, based on the context.
For three marks you need to include two key points:
 Alice thinks she is high up.

 Alice believes there might be people at the bottom of the well.
Without these things, Alice’s fear doesn’t make sense.
It’s a good idea to offer some evidence (for instance by referring, with or without
quotes, to the household items in the well) to explain why Alice thinks these things.
Marking: 3 marks if both points listed above. 1 mark if one of them. 2 marks if one of
them with some explanation or evidence to back it up. [3 marks]
(b) What does this quotation suggest about Alice’s personality? (2)
Alice is very considerate towards others. She is also the sort of person who likes to
think things through to avoid mistakes.
As with any question about ‘personality’ or ‘character’, it is essential that you talk
about what the person is like in general, not just what they think or feel at this
particular moment.
One explained point might be adequate, but two short points are safer here.
Marking: Two points, or one point with explanation/development. [2 marks]
5. (a) Quote two brief examples from the passage where a bizarre thing is made
to seem very ordinary by the author. You do not need to quote whole
sentences. (2)
(i) ‘In another moment down went Alice into it’
(ii) ‘She took down a jar from one of the shelves as she passed’
It’s important to find examples of where bizarre things are made ordinary ‘by the
author’. Where Alice’s perspective is being given – for instance, ‘there was nothing so
very remarkable in that’ in line 9 – this might not get the marks in an exam, because
just because Alice finds something ordinary, it doesn’t necessarily follow that the
author wants us to feel the same. Alice might find something very normal which we,
as readers, are still likely to be very surprised by.
On the other hand, a simple verb like ‘went’ (‘down went Alice into it’) makes the
event seem surprisingly ordinary for the reader.
Marking: One mark each, so long as the examples make sense as examples of ‘bizarre
things’ ‘made to seem very ordinary’, and are from the author’s perspective. [2 marks]
(b) Choose one of your examples from (a) and explain how Carroll makes it
seem so normal. (2)
‘Took down’ suggests an unhurried, normal movement. This implies that Alice has a
lot of time to reach for the marmalade.
‘How’ means that you should focus on the author’s choice of techniques: in the
example answer, his use of the verb ‘took’. You need to explain, briefly and simply,
how the technique makes things seem ordinary.
Marking: Up to 2 marks for point and development, or two different points. [2 marks]
(c) Why do you think Carroll uses this effect (making strange things seem
normal) so often in the passage? (2)
By making strange things seem normal, Carroll shows us a small child’s view of the
world: it is so full of new things that nothing is all that surprising in itself.
A slightly different point might be that, through making things seem so real, Carroll
helps us to believe in these fantastical events, so that we take the story seriously and
care about what happens.
Marking: Any sensible idea clearly explained, which offers at least two elements to
tick. [2 marks]
6. Lewis Carroll uses many long sentences in this passage. Referring to

evidence from the text, explain why you think he does this. (4)
Sometimes (lines 9-17) the long sentences show us how, for Alice, everything happens
in a hurry, almost at once, in an exciting way which leaves her ‘burning with curiosity’.
On the other hand, long sentences like in lines 24-28, with lots of semicolons, are slow
to read: emphasising how long and calm Alice’s fall is.
You need to give reasons related to the effects which the author seems to be aiming for.
Answers such as ‘because that’s how they wrote in the old days’ will not score well!
The important thing is to think about the events, characters and emotions in the
passage, and how sentence length relates to these. This way you will be able to find
relevant points.
For four marks, you are probably best making and explaining two different points.
They might be overall points, about how long sentences are very effective in the
passage as a whole, or they might focus more on particular moments (as the example
does).
The question asks for ‘evidence’. This is usually best given in the form of brief
quotations, but when you are writing about the lengths of whole sentences, this is
more difficult to achieve. The first point in the example manages to include a brief
quote; however, the important thing is that both its points give line references and
talk specifically about the sentences concerned.
Notice that the example makes two almost contradictory points – that long sentences
speed up and slow down the passage. Of course, they can do either of these things,
depending on their punctuation and the context. The important thing is to explain
very clearly why, in your view, a particular sentence has the effect it does.
Marking: A mark for each sensible idea clearly expressed and for each further piece
of explanation/development. The answer must talk specifically about parts of the
passage, even if it is making broad, over-arching points. [4 marks]
7. Explain how and why Alice’s emotions change during the passage. (5)
At the beginning Alice is bored and a bit grumpy, because her sister isn’t paying her
any attention and is reading a dull book. Then she suddenly feels excited and ‘curious’
because the rabbit looks odd and behaves strangely. As she falls down the well, she
seems to become very calm, because the fall is long, slow and relaxing: she has time
to look carefully at the objects she passes. However, she is briefly ‘disappointed’ when
she finds that the marmalade jar is ‘empty’.
There are a few important things here:
 Your answer needs to show how Alice’s emotions change, by properly

explaining the triggers which cause her to feel differently (‘why’).
 You need to demonstrate the emotional changes you talk about by referring to
the text. This is true whether or not you use quotations, although these will
help to prove your points and persuade the marker to agree with you.
 You need to stick to emotions rather than thoughts.
The last bullet point is surprisingly tricky, because Alice doesn’t say much about her
emotions. It’s fairly easy to find two emotions to refer to, but a third one is hard to
come by. The last point in the example solves this problem by deducing Alice’s
emotions from her thoughts: she can look at everything calmly, so she must be feeling
calm.
Marking: Three emotions needed for 5 marks, though one can be less well explained
than the other two. If only two points are made, the maximum mark is 4. [5 marks]
8. The following paragraph is missing essential punctuation in several places.

Circle each of these places, as accurately as you can. (5)
Alices fall into the world down the rabbit hole an unusual event by anybodys
standards captures our imagination because many of us have strained or twisted an
ankle down a hole at some point in our lives when we did so especially if we were
children we might well have wondered what wed have found further down the hole
if only we could have looked
The passage ought to read like this:
Alice’s fall into the world down the rabbit hole, an unusual event by anybody’s
standards, captures our imagination because many of us have strained or twisted an
ankle down a hole at some point in our lives. When we did so, especially if we were
children, we might well have wondered what we’d have found further down the hole,
if only we could have looked.
Notice that the text contains two subordinate clauses in the middle of sentences.
These are extra comments, providing useful information which nevertheless isn’t
essential to the structure of the sentence.
A writer might put them in brackets:
Alice’s fall into the world down the rabbit hole (an unusual event by anybody’s
standards) captures our imagination because many of us have strained or twisted an
ankle down a hole at some point in our lives. When we did so (especially if we were
children), we might well have wondered what we’d have found further down the
hole, if only we could have looked.
They might even leave them out:
Alice’s fall into the world down the rabbit hole captures our imagination because
many of us have strained or twisted an ankle down a hole at some point in our lives.
When we did so, we might well have wondered what we’d have found further down
the hole, if only we could have looked.
It’s important to realise that clauses like this always need a comma at each end, unless
they have alternative punctuation such as brackets or dashes.
END

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Robert’s 11 Plus Lifeline Page 1 of 10

Not to be copied or distributed

Down the Rabbit-Hole

From Alice’s Adventures in Wonderland by Lewis Carroll

8. The following paragraph is missing essential punctuation in several places.

Neither did Alice find it very strange.

For three marks you need to include two key points:

 Alice thinks she is high up.

Without these things, Alice’s fear doesn’t make sense.

Marking: Two points, or one point with explanation/development. [2 marks]

(i) ‘In another moment down went Alice into it’

6. Lewis Carroll uses many long sentences in this passage. Referring to

There are a few important things here:

 Your answer needs to show how Alice’s emotions change, by properly

8. The following paragraph is missing essential punctuation in several places.

The passage ought to read like this:

A writer might put them in brackets:

They might even leave them out:

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