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Travel Writing Insights and Tips

The document is a handbook supplement for Grade 11, focusing on travel writing and the experiences of a writer transitioning from software design to travel blogging. It provides insights on effective travel writing, emphasizing the importance of engaging openings and the ability to transport readers to different cultures. Additionally, it includes a narrative about Farris, a junior architect who gains confidence through a fountain pen, ultimately leading to a promotion, but later loses the pen, highlighting themes of self-image and the impact of material possessions.

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0% found this document useful (0 votes)

55 views39 pages

Travel Writing Insights and Tips

Uploaded by

Muhammad Waleed

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

Handbook Supplement for Grade 11

Course 1123
Material for Practice

1
Text A: Top tips for travel writing

This text is an online article giving advice from the editor of a website to people thinking of a
career in travel writing.

‘Don’t worry,’ said the stallholder. ‘The snake round your daughter’s neck is not venomous.’

That was the example my instructor used when he taught us the immense value of a good
opening to an article. My instructor is the travel editor for a national newspaper. Since 2000,
he has written about, and been hopelessly lost in, diverse destinations on six continents.

Having quit my job in software design to become a travel blogger and edit this website, I was
attending a travel writing conference he was running. I wanted to improve the writing on my
blog; my writing has improved, but I didn’t anticipate how much that conference would affect
my role as an editor. If you have sent me an article and I have rejected it, it was probably
because of something I learned at that conference.

Writers of the unsuccessful articles submitted to me seem to think that they need extra
padding at the beginning that goes something like: ‘Travel is wonderful. We should all travel.’
Get to the point. The articles I hate the most begin: ‘Our plane landed in ’. If the most
interesting portion of your trip is the plane landing and collecting your luggage, then OK,
start your story that way. Arguably though, if this really is the most interesting portion of
your trip, you’d be better off staying at home.

Good travel writing transports people. It celebrates the differences in manners and customs
around the world, helping readers to understand other people and places. It helps readers
plan their own trips and avoid costly mistakes while travelling. Most of all, readers get to
experience those far-off destinations that they may never visit.

I should point out, while I’m encouraging others to pursue their career in travel writing that
it was also at that conference that I decided to return to working in software design. Sitting in
a room full of travel writers who were describing how difficult it is to make a living
persuaded me to keep it strictly as a hobby.

But if you have the desire to travel, and the savings, I can recommend that annual conference
which my good friend runs every August.

Read Text A, Top tips for travel writing, in the insert and then answer Questions 1(a)–1(e)
on this question paper. Question 1 Give the example used by the instructor to teach the value
of a good opening to an article, according to the text.

1(a) Using your own words, explain what the text means by:

(i) (a) ‘immense value’ (line 3)

(ii) (b) ‘diverse destinations’ (line 5):

(c) Re-read paragraph 3 (‘Having quit that conference.’). Give two ways in which attending
the conference changed the writer.

(d) Re-read paragraphs 4 and 5 (‘Writers of never visit.’).

(i) Identify two mistakes made by writers of unsuccessful articles.

2
................................................................................................................................
................................................................................................................................ [2]

(iii) Explain why people like to read good travel writing, according to the text.
................................................................................................................................
................................................................................................................................
................................................................................................................................ [3]
(e) Re-read paragraphs 6 and 7 (‘I should point out every August.’).
Using your own words, explain why people might not accept the writer’s advice about
being a travel writer.
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [3]

Question 2 (The Writer’s Craft)

(a) Identify the writer's craft in the use of dialogue in this quote. How does the author
employ dialogue to create a specific tone or atmosphere in this situation?

"Don’t worry,’ said the stallholder. ‘The snake round your daughter’s neck is not
venomous.’"

(b) What writer's craft technique is evident in the author's expression of disdain for articles
that begin with descriptions of plane landings? How does this choice contribute to the
author's perspective on travel writing?

"The articles I hate the most begin: ‘Our plane landed in ’."

(c) Examine the passage where the author discusses the purpose of good travel writing. How
does the use of repetition in the phrase "Good travel writing" contribute to the overall impact
of the message? What writer's craft effect does this repetition achieve?

"Good travel writing transports people. It celebrates the differences in manners and
customs around the world..."

(d) Choose one word or line from the passage and explain the meaning behind it.
Additionally, analyze the writer's craft employed in this particular word or line and discuss
how it influences the reader's perception or engagement with the text.

‘I should point out, while I’m encouraging others to pursue their career in travel writing,
that it was also at that conference that I decided to return to working in software design.
Sitting in a room full of travel writers who were describing how difficult it is to make a
living persuaded me to keep it strictly as a hobby.’

Text B: The new fountain pen

1 Farris was becoming increasingly unhappy in his job as junior architect. The senior
architect, Mr Arsalan, was extremely demanding and put too much pressure on him. Flicking
through the newspaper one morning, Farris read an advert for a shop specialising in fountain
pens which claimed that using one gives people a feeling of supreme confidence. The idea
came to him that changing his image might help him to shake off his discontent and he
decided to buy himself an expensive, top of the range fountain pen – a fountain pen was the
answer.

2 At the next staff meeting, presided over by the company director, Mr Benjamin, there was a
lively discussion about the company’s objectives for the year. As usual, Farris was silent; as

3
usual, Mr Arsalan had plenty to say. ‘I don’t agree with you, Mr Arsalan,’ Farris suddenly
dared to say, shaking his head. He touched his new fountain pen, which he had placed in front
of him on the table. Mr Arsalan and his colleagues stared at him in amazement. Farris
allowed a few moments to pass before he attacked, point by point, the arguments put
forward by Mr Arsalan. With unprecedented eloquence, he watched himself outline the
complicated sections of his own argument. When he had finished, there was silence in the
room. One of his colleagues ventured to speak out, saying that Farris had conveyed the staff’s
misgivings perfectly. ‘Well done, Farris,’ announced Mr Arsalan coldly.

3 Back in his office, Farris sat at his desk and stroked his fountain pen. He closed his eyes and
sighed contentedly. He had got through the meeting without any of the anxiety that had
plagued him since early childhood. Just a few days ago, a confrontation with Mr Arsalan
would have caused his heart to race. He would have played back their conversation
repeatedly in his mind, blaming himself for some clumsy word, some weak point that would
have lost him the argument to Mr Arsalan. Eating lunch would have brought on an attack of
indigestion. Farris would have gone home miserable at the end of the day.

4 There was a knock on the door and the company director, Mr Benjamin, came into Farris’s
office, smiling. ‘Farris, I was very struck by your analysis of the company’s objectives,’ he
exclaimed. ‘I want to promote you to second senior architect.’ The fountain pen! It was the
pen that was responsible for this opportunity that would totally alter the course of his life.
Since purchasing it, it had shielded him from the terrors of life just by being there. Better still,
it improved his mind and encouraged him to take important decisions. Without it, he would
never have spoken to Mr Arsalan as he had at that meeting.

5 That evening Farris and his wife went out for dinner to celebrate, choosing the best
restaurant in town. The interior was stunning, with high ceilings and glittering chandeliers.
Farris read the menu. The prices were higher than his current salary stretched to; he hoped
his wife did not notice his gulp of surprise. The speciality dish was framed in the middle of
the page in elegant print and, to prove a point, both Farris and his wife ordered this dish. The
food was delicious and, when the bill arrived, Farris signed the cheque with a flourish of his
fountain pen and left a generous tip.

6 They jumped into a taxi to take them home. As it pulled away from the kerb, his wife turned
to him, frowning. ‘Did you remember your fountain pen?’ she asked. Time stood still for
Farris. He clearly pictured his pen lying on the table in the restaurant. Still unaccustomed to
using a fountain pen, he had left it behind. ‘Please turn round immediately!’ he yelled from
the back seat of the taxi. Doing an about-turn, the taxi driver accelerated back towards the
restaurant. Farris leapt from the taxi and ran. But it was no good. No-one had handed in the
fountain pen to a member of staff. Days, weeks, months went by. Farris called the restaurant
every day. Finally, when he sensed a note of irritation in the restaurant manager’s voice, he
realised that it was time to give up the search. He knew he would never see his fountain pen
again.

Read text B, The new fountain pen, and answer all the questions below.

From paragraph 1

Question 1

(a) Why was Farris ‘becoming increasingly unhappy in his job’?

(b) What did the advert claim?

4
...................................................................................................................................................
............................................................................................................................................. [1]

From paragraph 2

(d) One of Farris’s colleagues ‘ventured’ to speak out. Which one word used earlier in the
paragraph conveys this idea of ‘ventured’?

............................................................................................................................................. [1]

(e) ‘“Well done, Farris,” announced Mr Arsalan coldly.’ Why did Mr Arsalan speak coldly?
...................................................................................................................................................
............................................................................................................................................. [1]

From paragraph 3

(f) Farris got through the meeting without ‘any of the anxiety that had plagued him’ since
early childhood. Explain in your own words how he had felt since early childhood.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

(g) In the past, what two physical changes would Farris have experienced after a
confrontation with Mr Arsalan?

(ii)...........................................................................................................................................
........................................................................................................................................... [2]

From paragraph 4

(h) Mr Benjamin said to Farris: ‘I was very struck by your analysis’ of the company’s
objectives. Explain in your own words Mr Benjamin’s reaction to what Farris had said at the
meeting.

...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

(i) What was the ‘opportunity’ that would totally alter the course of Farris’s life?
............................................................................................................................................. [1]

From paragraph 5

7 Give two reasons why the restaurant was ‘the best restaurant in town’.

From paragraph 6

5
(j) ‘Time stood still for Farris.’ What emotion do you think Farris was feeling?
............................................................................................................................................. [1]

(k) Why did Farris give up his search for the fountain pen?

Question 2 (The Writer's Craft Questions):

(a) Analyze the effect given in portraying the transformation of Farris's emotional state.
How does the author use language and imagery to convey the contrast between Farris's past
anxiety and his current confidence after acquiring the fountain pen?

"He had got through the meeting without any of the anxiety that had plagued him
since early childhood."

(b) Investigate the expression of cause and effect in this quote. How does the author employ
the symbolism of the fountain pen to illustrate its impact on Farris's life and career? Discuss
the use of symbolism as a writer's craft technique.

"The fountain pen! It was the pen that was responsible for this opportunity that would
totally alter the course of his life."

(c) Explore the writer's craft in the description of Farris's actions using the fountain pen.
How does the author use details such as signing the cheque with a flourish to convey Farris's
newfound confidence and success? Discuss the impact of these details on the overall
narrative.

"The food was delicious, and when the bill arrived, Farris signed the cheque with a
flourish of his fountain pen and left a generous tip."

(d) Choose one word or line from the following passage and explain its meaning.
Additionally, analyze the writer's craft employed in this particular line and discuss how it
adds to the tension or emotional impact of the scene. Consider the choice of words and their
effect on the reader's engagement with the story.

They jumped into a taxi to take them home. As it pulled away from the kerb, his wife
turned to him, frowning. ‘Did you remember your fountain pen?’ she asked. Time stood
still for Farris. He clearly pictured his pen lying on the table in the restaurant. Still
unaccustomed to using a fountain pen, he had left it behind. ‘Please turn round
immediately!’ he yelled from the back seat of the taxi. Doing an about-turn, the taxi
driver accelerated back towards the restaurant. Farris leapt from the taxi and ran. But it
was no good. No-one had handed in the fountain pen to a member of staff. Days, weeks,
months went by. Farris called the restaurant every day.

Example:__

Explanation:

Reading Comprehension Text C

Read Text C, and then answer Questions 1(a)–(e) on the notebooks.

Text C: What is a motivational speaker? This text is one person’s explanation of what being a
motivational speaker involves.

6
A motivational speaker, also known as an inspirational speaker, is someone who delivers
speeches with the intention of motivating or inspiring the people in the audience. Typically, a
motivational speaker has a reputation as an expert on the subject being discussed and will
encourage the audience to look at things from a different perspective and to make the most
of their own talents and abilities.

The ultimate goal of a motivational speaker is to affect people profoundly on an emotional or

mental level to help them make some kind of significant personal change in their lives.
People naturally tend to focus on all their problems, and the motivational speaker will help
an audience to focus on the many opportunities instead, by using any number of persuasive
speech tactics.

Some motivational speakers may be hired to speak as special guests or to present online to
an invited audience with particular interests. Others perform a planned programme of live or
virtual talks for the wider public, selling tickets for each event.

Highly successful speakers are in demand and present at important conferences, often
travelling to events all over the world, resulting in irregular working hours. Popular and
famous motivational speakers become celebrities: writing books, recording videos or
podcasts and appearing on television.

There is a huge demand for motivational speakers. I’ve resisted the attempts to cash into this
‘lucrative’ industry, though I’m often asked whether I know of any ‘good’ motivational
speaker I could recommend. Many motivational stories that are clustered out there follow
the same predictable storylines – the rags-to-riches story along the lines of: ‘I was poor; I
came from nothing, and here I am, outrageously successful.’

Read Text 3, What is a motivational speaker?, and then answer Questions 1(a)–(e) on
your notebook

Question 1 (a) What is an alternative name for a motivational speaker, according to the text?

(b) Using your own words, explain what the text means by:
(i) ‘reputation as an expert’ (line 3): ...........................................................................

................................................................................................................................ [2]

(ii) ‘different perspective’ (line 4-5): ...............................................................................

................................................................................................................................ [2]

(c) Re-read paragraph 2 (‘The ultimate tactics.’). Identify two ways that a motivational
speaker might have an emotional or mental effect on a person’s life.

• .........................................................................................................................................

• ......................................................................................................................................... [2]

(d) Re-read paragraphs 3 and 4 (‘Some motivational television.’). Identify two different types
of online or live audience that motivational speakers might talk to, according to the text.

(i) • ..............................................................................................................................
(ii) • .............................................................................................................................. [2]

(ii) Explain why the job of a motivational speaker might appeal to some people.
................................................................................................................................
................................................................................................................................
7
................................................................................................................................
................................................................................................................................

(d) Re-read paragraph 5 (‘There is successful.’’’). Using your own words, explain why this
expert does not consider that the speakers they have met are motivational.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [3]

Read text D and answer all the questions below.

Text D – The Chinese Money-Lender

Peter stood on the balcony of his son’s apartment and sighed contentedly. Peter and his wife
had been concerned when their son, Christopher, had announced his intention to emigrate
but, Peter reflected, it had been the right decision after all, despite his parents’ original
misgivings. This country offered unsurpassed employment opportunities. Christopher’s
apartment was situated in a lively and increasingly popular location where accommodation
was relatively inexpensive, there was an excellent public transport service and new
restaurants and cafes were springing up all around.

Soon Peter and his wife, Marian, were on the bus for yet another trip to the market
recommended by the guide books as a priority for tourists. Stalls selling fabrics in a plethora
of sizes and colours were interspersed with food stalls, their tantalising aromas wafting in
all directions. Peter bought an impressive warrior carved out of dark wood from a
stallholder who assured him that the purchase was an opportunity not to be missed. At
another stall, he purchased a tiny green tortoise which, the stallholder claimed, was made of
genuine jade. Marian hid her impatience; she did not share her husband’s love of shopping
and, besides, she was less inclined to be swept away by smooth sales talk.

As they strolled on, Peter’s attention was suddenly drawn by an antiques shop, crowded in
amongst hardware stalls and food outlets. A glint of metal caught his eye and he quickly
entered the shop, discovering that the source of his curiosity was a somewhat
mysterious-looking ornament, the figure of a man, no more than three inches high, seated
at a solid-looking desk. Peter peered intently at it. ‘It’s a Chinese money-lender,’ said the
young shop assistant who, it seemed, had eagerly appeared out of nowhere. Closer inspection
showed the money-lender’s desk to be stamped on the front and the base with
indecipherable inscriptions. There was an over-laden moneybag at one end, its contents
spilling over the desk, and an abacus balanced on the money-lender’s knee. The gilded figure,
hunched over the desk, with palms upturned as if beseeching yet more money, glittered in
the shop lights. One look at his face – spectacles shining on his nose, mouth agape, trembling
beard – revealed the satisfaction of a deal well concluded, and the desire for more money. He
cried out to become another purchase.

The shop assistant turned his full attention towards the bewitched Peter. Simultaneously he
positioned himself so that Peter could not see Marian’s furrowed brow, her silent rebuke to
Peter that enough money had already been spent that day. ‘I will charge you a fair price for
this money-lender,’ promised the shop assistant. ‘Peter, it’s time we were heading back for
lunch,’ warned Marian. ‘Whoever buys him will never have ill-fortune,’ promised the shop
assistant. The money-lender had cast his spell, and within minutes Peter left the shop
carrying his purchase, as the smiling shop assistant waved a cheerful farewell.

8
On the way back, Marian eventually saw the humour in the situation. Her awkward silence
was short-lived and she soon linked her arm affectionately through her husband’s, her free
hand holding the jade tortoise and the wooden warrior, while Peter clutched the Chinese
money-lender. ‘You were really talked into that!’ she laughed. ‘Ah, but it’s a unique work of
art,’ replied Peter, ‘and who knows what it will bring?’

A few days later, their holiday over, it was their own house they were entering, dropping
their bulging suitcases gratefully to the floor. Peter quickly unpacked the tortoise, the
wooden warrior and, of course, the Chinese money-lender, while Marian took up the more
mundane task of opening the pile of mail which had accumulated since their departure. In the
living room, Peter, with the utmost care, was tenderly positioning the Chinese money-lender
on a shelf. Now what was the best angle at which to display him for maximum aesthetic
effect? He heard the rustling of paper and the ripping open of envelopes. Reluctantly he
dragged his attention away from his new friend as he heard Marian’s voice from the hallway:
‘Peter, I can hardly believe this. I’ve won the top cash prize in that competition I entered
before we went away … I can hardly believe it!’ Smiling, Peter adjusted the position of the
Chinese money-lender yet again by a fraction of an inch. ‘Oh, but I can believe it,’ he said.

Read text C and answer all the questions below.

From paragraph 1

1 (a) How did Christopher’s parents react to his announcement that he intended to emigrate?

(b) What, according to the passage, is the advantage of the country to which Christopher had
emigrated? Answer in your own words.

From paragraph 2

2 (a) Peter and Marian went on ‘yet another’ trip to the market. What effect does the writer
achieve by the use of the word ‘yet’?

(b) The stallholder ‘claimed’ that the tortoise was made of genuine jade. What effect does the
word ‘claimed’ have that would not be achieved by ‘said’?

(c) What one aspect of Peter’s character caused Marian’s ‘impatience’?

9
1
From paragraph 3

3 (a) The Chinese money-lender was ‘somewhat mysterious’. What single feature of the
ornament was most mysterious?
1

From paragraph 4

4 (a) Peter was ‘bewitched’. Pick out and write down the single word which continues the
idea of ‘bewitched’?
1

(b) In what two ways did Marian try to indicate to Peter that he had already spent enough
money that day?

(i) 2

(ii)

(c) Explain in your own words the two reasons why Peter was persuaded by the shop
assistant to buy the Chinese money-lender.

(i)
2

(ii)

From paragraph 4

5 (a) Peter quickly unpacked the Chinese money-lender. Explain fully the other ways in
which his behaviour indicated the importance to him of the Chinese money-lender.
2

(b) ‘But I can believe it.’ What exactly did Peter believe?

1
Question 2 (The writer’s craft)

a) ‘..the figure of a man, no more than three inches high, seated at a solid-looking
desk. Peter peered intently at it. ‘It’s a Chinese money-lender,’ said the young shop
assistant who, it seemed, had eagerly appeared out of nowhere.’

10
Discuss the role of the Chinese money-lender in the narrative, including its symbolic
significance and its impact on Peter's decisions during the shopping excursion by
explaining the above words.

[2]

b) ‘Simultaneously he positioned himself so that Peter could not see Marian’s

furrowed brow, her silent rebuke to Peter that enough money had already been
spent that day.’

Read the above words from the passage again and explain how does the author use Marian's
silent rebuke and warning to create tension in the scene when Peter is considering buying
the Chinese money-lender?

[2]

c) Closer inspection showed the money-lender’s desk to be stamped on the front and
the base with indecipherable inscriptions. There was an over-laden moneybag at one
end, its contents spilling over the desk, and an abacus balanced on the money-lender’s
knee

Explain the author's choice of words and imagery when describing the Chinese money-
lender, especially in terms of its appearance and the emotions it evokes.

[2]

d) ‘On the way back, Marian eventually saw the humour in the situation. Her awkward
silence was short-lived and she soon linked her arm affectionately through her
husband’s, her free hand holding the jade tortoise and the wooden warrior, while
Peter clutched the Chinese money-lender. ‘You were really talked into that!’ she
laughed. ‘Ah, but it’s a unique work of art,’ replied Peter, ‘and who knows what it will
bring?’

Choose a line or word from the above excerpt that captures Peter's perspective on the value
of the Chinese money-lender as a unique work of art. How does this reflect his attitude
towards material possessions?

Example:__

Explanation:
[3]

Text E – The Hospital

11
1. The night before my baby’s operation I lay awake anxiously; in the morning I packed her
pitifully small requirements and we went to the hospital. She cried when they took her
away. The world had contracted to the small size of her face and her clenching, waving
hands; the poignancy was intolerable. I went away, and walked around outside the
hospital for hours. When I went back at the appointed time, the senior nurse told me that
the operation had been successful and that Octavia was well. I could not believe that a
mere recital of facts could thus change my fate; I stood there dumbly, wondering whether
she had got the wrong name, the wrong data, the wrong message. When I got round to
speaking, I asked if I could see her, and they said to come back in the morning, as she was
still unconscious. Such was my nervousness that I did not ask again to see her. I went
home and wept copiously.

2. It was only then that I began to be preoccupied with certain details about which I had not
previously dared to think. Would there be a nurse with Octavia at all times? Would they
feed her properly? Earlier these things had seemed trivial, but now their importance
swelled in my mind. Because the threat of fatality had been removed, life seemed to have
gone back to normal. It was the strangeness more than the pain, I thought, that would
afflict her, for she liked nobody but me, and strangers she disliked with noisy vehemence.

3. When I went round in the morning, the senior nurse told me that Octavia was
comfortable. Summoning some courage, I asked to see her, but was told that was
impossible. ‘She will settle in more happily if she doesn’t see you,’ she said. I didn’t like
the sound of that word ‘settle’; it suggested complete inactivity. ‘I’m afraid that for such
small infants we don’t allow any visiting at all,’ she continued. Octavia had never been
settled in her short life, and I pictured her lying there in a state of lethargy. Furthermore,
it was now imperative to see her. Already, we had endured the longest separation of our
lives, and I began to see it stretching away, indefinitely prolonged. Why would they not let
me see the child? Had the operation not been a success?

4. The senior nurse showed me the surgeon’s report. Although it was nothing but a mass of
technicalities to me, I felt better; for all the senior nurse knew, I might have had enough
medical knowledge to understand the report and she would not have taken that silly risk.
By this time I could tell that she considered my behaviour to be tedious, and I left.

5. But I had been outside the hospital for only a few moments when I thought of my baby’s
possible distress, and I went back inside. Two junior nurses greeted me nervously,
repeating the earlier message, but I told them I had no intention of not seeing my baby.
Their voices hardened. They had that whole building behind them and I had nothing
behind me except my intention. Just then, the senior nurse returned. ‘Well, well, you’re
back again,’ she said. She took my arm and began to push me towards the door. At first I
was unable to resist her physical propulsion, but then she took hold of my elbow and
started to exert greater pressure, so I started to scream. I screamed very loudly, shutting
my eyes to do it, and listened in amazement to the deafening noise. Once I had started, I
could not stop. I stood there, motionless, screaming, whilst they shook me and yelled that
I was upsetting everyone.

6. Through the noise I could hear things happening and I felt I had to keep doing this until
they let me see her. Inside my head it was red and black and very hot. After a while I
heard someone shouting above the din: ‘For goodness sake, tell her she can see her baby.’
I instantly stopped and opened my eyes. I looked at the breathless circle surrounding me:
the surgeon himself looking white with anger; the senior nurse crying; the junior nurses
looking stunned. It was as though I had opened my eyes on a whole new narrative in

12
which I myself had taken no part. But I had no interest in their story; I wished to know
only my own. ‘Of course you can see the baby,’ said the surgeon, kindly. ‘I will take you to
see her myself.’

Read the text E, The Hospital, and then answer all the questions which follow below.

From paragraph 1

3 (a) Explain fully why the baby’s requirements are described as ‘pitifully small’.

.................................................................................................................................................................................................
.................................................................................................................................................................................................
.............................................................................[2]

(b) After the writer was told that Octavia was well, what two aspects of her behaviour
showed her nervousness?

(ii) .......................................................................................................................................................
........................................................................................................................................................[2]

From paragraph 2

4 (a) What two things worried the writer about the way in which Octavia might have been
treated in hospital?

(i) ..........................................................................................................................................................................
........................................................................................................
(ii) ..........................................................................................................................................................................
...................................................... ....................................... [2]
(b) Why do you think that ‘earlier these things had seemed trivial’?

..........................................................................................................................................................................................
..........................................................................................................................................................................................
..........................................................................[2]

From paragraph 3

5 (a) The writer was worried about Octavia’s ‘inactivity’ in hospital. Pick out and write down
the single word used in the paragraph which continues the idea of ‘inactivity’.

From paragraph 4

6 Explain fully the ‘silly risk’ the senior nurse had taken.

.................................................................................................................................................................................................
.................................................................................................................................................................................................
..............................................................................[2]

From paragraph 5

13
7 The nurses had ‘that whole building behind them’ whereas the writer had nothing except
her ‘intention’. Without copying from the passage, explain in your own words what this
means.

.................................................................................................................................................................................................
.................................................................................................................................................................................................
..............................................................................[2]

From paragraph 6

8 The surgeon was ‘white with anger’. Why do you think he was angry?

Question 2 (The writer’s craft)

a) Explain the emotional impact conveyed by the line "I stood there dumbly, wondering
whether she had got the wrong name, the wrong data, the wrong message." How does
this line contribute to the portrayal of the narrator's anxiety? (2 marks)

b) Analyze the author's use of language when describing Octavia's dislike of strangers with
"noisy vehemence." What does this choice of words reveal about Octavia's personality
and the narrator's concerns? (2 marks)

c) Explain the significance of the word "settle" in the line "She will settle in more happily if
she doesn’t see you." How does this word contribute to the tension and the narrator's
emotional state? (2 marks)

‘Just then, the senior nurse returned. ‘Well, well, you’re back again,’ she said. She took my
arm and began to push me towards the door. At first I was unable to resist her physical
propulsion, but then she took hold of my elbow and started to exert greater pressure, so I
started to scream. I screamed very loudly, shutting my eyes to do it, and listened in
amazement to the deafening noise. Once I had started, I could not stop. I stood there,
motionless, screaming, whilst they shook me and yelled that I was upsetting everyone.’

d) Choose a line or phrase from the excerpt where the narrator interacts with the senior
nurse and discuss its implicit connotation. How does the author use language to convey
the power dynamic and the narrator's determination to see her baby? (3 marks)

Example:__

14
Explanation:

Text F: Jennifer

1. As some last-minute paperwork had to be dealt with, Jennifer was late getting away

from the office, which upset her as this was the much-anticipated day when her
daughter Anna was coming home from university for the long vacation. Jennifer‟s boss was
apologetic, but he was adamant that she should do the extra task, as the paperwork had to be
completed that evening in time for the next morning‟s post.

2. At long last, the work done, Jennifer rushed to the office car park and jumped into
her car. The rain was pouring down and it was already dark; even worse, the high wind
buffeted Jennifer‟s little car, almost as if it were trying to force her off the road. She headed
anxiously in the direction of the motorway which would take her to the airport. Her
shoulders hunched up to her ears with tension, she peered out through the gaps
created by the windscreen wipers as they swished quickly and rhythmically back and
forth. Her heart raced with the effort of driving in such difficult conditions, but also at the
thought of seeing Anna after her absence of almost a year. Jennifer thought yet again of
her plans for Anna‟s vacation: their visits to family members; their invitations to friends to
share dinner with them; their shopping trips … Jennifer relaxed a little.

3. Suddenly the brake lights of the car in front glowed red as its driver slowed down,
and Jennifer had no alternative but to do the same. Signs by the side of the motorway
depicting matchstick-figure workmen warned of roadworks ahead. Jennifer sighed in
exasperation, while realising that endurance and good humour were her best options.
„Maybe it won‟t take much longer,‟ she thought, but after the car had crawled along for half
a kilometre, and flashing orange lights confirmed the need for caution, she switched on
the car radio to listen to some calming music. But, when the radio announcer gave his
audience a time check, her anxiety increased and she hastily chose silence again. The queue
of traffic edged almost imperceptibly forward.

4. Sooner than Jennifer had expected, a cluster of huge hotels, like shiny white teeth,
rose against the skyline, indicating that she was approaching the airport. She took the
appropriate exit from the motorway and headed for the airport car park. It appeared to be
full, and driving up and down each lane looking for a space shaved even more
precious minutes off her schedule, until, just as she was beginning to despair, her
mission was accomplished.

5. The arrivals hall was busy. Jennifer made her way through a huddle of taxi-drivers
who were noisily trying to attract prospective passengers, and drivers of hotel cars
holding up cards on which were displayed the names of arriving guests. An extended family
of at least 30 people, all wearing traditional dress in a blaze of colours, was gathered
under the electronic board which displayed details of flight arrivals. Jennifer wove
through this group, craning her neck to study the board. She felt her heart miss a beat at the
absence of a reference to Anna‟s flight, before realising she was looking at information about
domestic and not international flights. She half-walked, half-ran, in the direction of
international arrivals. „How could I be so stupid?‟ she berated herself. To her relief, the new
arrivals board told her that Anna‟s plane, having been delayed by an hour, had just landed.

6. Jennifer picked a spot which gave her an excellent view of the automatic doors
through which her daughter would emerge once she had cleared immigration and
collected her luggage. At first the doors hissed open only occasionally as an irregular
trickle of people came through. Airport meetings can be so emotional, thought Jennifer, as
passengers arrived, their eyes scrutinising the crowd, before lighting up with joy as they

15
recognised their loved ones. Children fell over themselves as they rushed towards
grandparents; fathers and sons shook hands; friends embraced. The doors were opening
more frequently now, releasing a steadier stream of people. And suddenly, at last, there she
was – Anna herself! „Are you all right, Mum?‟ she asked anxiously, noticing her mother‟s
flustered expression. „How was your journey?‟

7. „Oh, absolutely fine,‟ laughed Jennifer. „And look what I got at the end of it!‟

Reading for Meaning Read text F, Jennifer, and answer all the questions below.

From paragraph 1

1 (a) Why was Jennifer upset that she was „late getting away from the office‟

(lines 1–2)?

............................................................................................................................................. [1]

(b) „Jennifer‟s boss was apologetic, but he was adamant that she should do the extra task‟
(lines 3–4). Explain in your own words how Jennifer‟s boss felt about giving her the extra
task.

From paragraph 2

2 (a) Jennifer ‘headed anxiously in the direction of the motorway‟ (lines 8–9). What are
the two physical signs of Jennifer‟s anxiety?

(i) ..........................................................................................................................................

(ii) .....................................................................................................................................[2]

(b) Jennifer was driving „in such difficult conditions‟ (line 12). Which was the worst of these
„difficult conditions‟?

............................................................................................................................................. [1]

From paragraph 3

3 (a) „Jennifer had no alternative but to do the same.‟ (Line 17) What did she have to do?

............................................................................................................................................. [1]

(b) What were the two indications of roadworks ahead?

(i)...........................................................................................................................................

(ii).................................................................................................................................... [2]

16
(c) „Jennifer sighed in exasperation, while realising that endurance and good humour were
her best options.‟ (Lines 18–19) Explain in your own words what Jennifer‟s „best
options‟ were.

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

............................................................................................................................................. [2]

(d) The car „crawled along‟ (line 20). Give one word used later in the paragraph which
conveys a similar idea

. .......................................................................................................................................... [1]

(e) Jennifer „chose silence again‟ (line 23). What did she do?

............................................................................................................................................. [1]

From paragraph 4

4. Her „mission was accomplished‟ (line 29). What was Jennifer‟s „mission‟?

.................................................................................................................................................... [1]

From paragraph 5

5. „“How could I be so stupid?” she berated herself.‟ (lines 37–38) Why does Jennifer think
she has been stupid?

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

.................................................................................................................................................... [1]

Question 2 (The writer’s craft)

a) In the first paragraph, the passage mentions that Jennifer's boss was "adamant" that
she should do the extra task despite her daughter's arrival. What is the meaning of the
word "adamant" in this context, and how does it contribute to the overall tone and
tension of the passage?
b) As Jennifer drives through difficult weather conditions, the passage describes her
shoulders being "hunched up to her ears with tension." Explain the significance of
this description and how it conveys Jennifer's emotional state. What impact does this
detail have on the reader's perception of the scene?
c) In the third paragraph, when Jennifer encounters roadworks and traffic delays, the
passage mentions her realization that "endurance and good humor were her best
options." How does this realization reflect Jennifer's character, and how does it
contribute to the tone of the passage? Explain the effects of incorporating elements of
endurance and humor into the narrative.
d) Choose a word or line from the following paragraph, and explain the meaning and
effect of the selected lines or words. Analyze how the author uses language to convey
a specific mood, build anticipation, or develop Jennifer's character in that particular
moment.

The arrivals hall was busy. Jennifer made her way through a huddle of taxi-
drivers who were noisily trying to attract prospective passengers, and drivers of
hotel cars holding up cards on which were displayed the names of arriving guests. An
extended family of at least 30 people, all wearing traditional dress in a blaze of
colours, was gathered under the electronic board which displayed details of flight
arrivals. Jennifer wove through this group, craning her neck to study the board. She felt

17
her heart miss a beat at the absence of a reference to Anna‟s flight, before realising she
was looking at information about domestic and not international flights. She half-
walked, half-ran, in the direction of international arrivals. „How could I be so stupid?‟
she berated herself. To her relief, the new arrivals board told her that Anna‟s plane,
having been delayed by an hour, had just landed.

Example:

Explanation:

Passage G: Emma

1 Emma unlocked and pushed open the back door, staggering under the heavy bags of
groceries she had just bought. She placed the bags on the kitchen counter and almost
instinctively switched on the kettle to make herself a cup of tea. Her parents had gone on
holiday, leaving her, as the elder, in charge of her brother. Their trust placed a huge
responsibility on Emma, felt particularly because it was the first time they had left their
children alone in the house together. Groping in a kitchen cupboard, she was irritated to find
that the teabags had been shifted, no doubt by James, her brother. He had also left the cutlery
drawer open slightly. Even worse, he had left muddy footprints all over the floor. Feeling
justifiably aggrieved, Emma resolved to tell James off when he came home.

2 As Emma drank her tea, a cloud crossed her mind and gradually became a storm of doubt.
Hadn’t James, in accordance with their parents’ instructions, left for high school before her to
ensure that he was never at home alone? He had a key, but why would he have come back to
the house after she had left for college? She thought again of the rearranged cupboard, the
open drawer and the muddy footprints, and tried to push aside the thought of an intruder. As
the full force of her suspicion hit her, she realised that she would have to look in all the other
rooms to dispel it.

3 She could feel her heart pounding against her ribs as she opened the kitchen door and
ventured into the hallway. The living room bore the signs of family life, and it was completely
unremarkable – just the sagging sofa, a slightly dusty table and chairs, bookshelves, the
television, some newspapers and magazines. Upstairs, she stopped briefly to peek into the
bathroom. The closed door of her parents’ bedroom creaked open ominously, but revealed
the room to be as tidy as it always was, except for three pairs of her mother’s shoes lying on
the floor, no doubt considered ultimately to have been too much for her already bulging
suitcase. She arrived at her own bedroom door, inundated with fear, but managing to ignore
the fact that she was sweating. There was nothing odd there, and James’s room was,
presumably, as he had left it. Emma looked at its dismally familiar features – books strewn
across the desk, the occasional sock languishing on the floor and a rugby ball sitting on, of all
places, James’s pillow. Relief flooded over her as she was now convinced that, apart from
herself, the house was empty.

4 Soon the groceries had been put away, the kitchen floor was washed, and the evening meal
was on the table. When Emma opened the door to her brother, he slung his school blazer on
the hall dresser, caught the significance of his sister’s scowl, and went upstairs with it.
Surreptitiously, Emma glanced at his shoes to check for mud, hoping for further ammunition
for the impending battle. The cleanliness of his shoes, however, jangled a little bell in her
head as they sat down to eat. Oblivious to his sister’s mood, James rattled on to her about the
runs he had scored in the cricket match at school. ‘James,’ Emma interjected, ‘why did you
come home from school today, when you know Mum and Dad wouldn’t have liked it? I
understand that coping with some classes might not be easy, but all of us have to face up to
our responsibilities. In any case, you should have known you’d be found out.’

18
5 James stared at his sister with a look of undisguised puzzlement, which made her realise
that what he was about to say was true. ‘But I didn’t come home,’ he protested. ‘Why on earth
would I want to do that?’ Emma blurted out her story: the kitchen cupboard, the open
drawer, the muddy footprints. James responded with derision. ‘Why would anyone want to
steal teabags and spoons?’ he laughed, before realising that an intruder might want to look
around for valuables in cupboards and drawers. Hadn’t he heard of people keeping money
and jewellery in the strangest of places? At that point a loud insistent knocking came from
inside the cupboard in the hall, the one which could be opened only from the outside.

Question 1: Read Passage, Emma and answer all the questions below.

From paragraph 1

(a) Why was Emma ‘staggering’?

...............................................................................................................................................[1]

(b) What was Emma’s ‘huge responsibility’?

...............................................................................................................................................[1]

(c) What was the most unpleasant change Emma found in the house when she came home?
...............................................................................................................................................[1]

(d) ‘Feeling justifiably aggrieved, Emma resolved to tell James off when he came home.’
Explain in your own words how Emma is feeling at this point.

From paragraph 2

(e) A ‘cloud crossed her mind and gradually became a storm of doubt.’ What does this tell you
about Emma’s feelings at this point?

(f) Why did their parents want James to leave the house in the morning before Emma did?
...................................................................................................................................................
...............................................................................................................................................[1]

(g) What decision did Emma make when the ‘full force of her suspicion hit her’?

...............................................................................................................................................[1]

(h) What are the two physical signs of fear shown by Emma?

(i) Why do you think Emma’s mother had left three pairs of shoes lying in the bedroom?

...............................................................................................................................................[1]

(j) Emma was ‘inundated’ with fear. Pick out and write down one word used in the
paragraph which continues this idea of ‘inundated’.

19
...............................................................................................................................................[1]

From paragraph 5

(k) ‘James stared at his sister with a look of undisguised puzzlement, which made her realise
that what he was about to say was true.’ Explain in your own words how Emma knew that
James was about to tell the truth.

(l) Explain fully (i) who you think was knocking on the cupboard door and (ii) why.

Question 2: The Writer’s Craft

a) In the opening paragraph, the passage describes Emma's reaction to the state of the
kitchen, where James has left muddy footprints and rearranged items. How does the
author use these details to create a sense of Emma's frustration and the responsibility
placed on her? Explain the impact of these small observations on the reader's
understanding of Emma's character.

b) As Emma experiences a moment of doubt and suspicion regarding a potential

intruder, the passage mentions a "cloud" crossing her mind that gradually becomes a
"storm of doubt." How does the author employ metaphorical language to convey
Emma's shifting emotions and the escalation of her suspicions? Analyze the effect of
this figurative language on the reader's engagement with the narrative.

c) In the third paragraph, as Emma investigates the other rooms in the house, the author
describes her physical and emotional reactions. Explore the author's use of sensory
details, such as the pounding heart and the feeling of fear, to immerse the reader in
Emma's perspective. How do these details contribute to the suspense and atmosphere
of the passage?

d) Select a word or a sentence from the given paragraph. Explain the significance and
effect of the chosen lines or words, considering how the author employs dialogue,
character dynamics, and Emma's observations to build tension and reveal the truth.
Analyze how this confrontation contributes to the overall development of the
narrative.

James stared at his sister with a look of undisguised puzzlement, which made her realise
that what he was about to say was true. ‘But I didn’t come home,’ he protested. ‘Why on
earth would I want to do that?’ Emma blurted out her story: the kitchen cupboard, the
open drawer, the muddy footprints. James responded with derision. ‘Why would anyone

20
want to steal teabags and spoons?’ he laughed, before realising that an intruder might
want to look around for valuables in cupboards and drawers. Hadn’t he heard of people
keeping money and jewellery in the strangest of places? At that point a loud insistent
knocking came from inside the cupboard in the hall, the one which could be opened only
from the outside.

Example:

Explanation:

21
Directed Writing

22
Read both texts, and then answer Question 1 on the question paper.

Text A

This text is taken from an article in which the parents of young sportspeople describe their experiences.

Sofia Polowyj, the mother of twin nine-year-old aspiring gymnasts, says that gymnastics is in their
blood. ‘My husband and I met as young gymnasts, so we know about the joys and pitfalls of the sport,
although then there was just the glory of medals to aim for. It’s tough on them – the early mornings in
the gym, the strict diets, the school holidays spent in training camp rather than at the seaside. But
they rarely complain and we’re with them every step of the way to make sure they enjoy their
successes and refocus when they don’t perform so well. Obviously, I want them to succeed and if they
ultimately choose a different path, well, that’s fine too.’

Budding footballer 10-year-old Ranit Myska, has already played in several international tournaments
in Spain and Singapore, organised by his training academy in India. His father, a doctor, funds his
training and his foreign travel, and believes that his son benefits hugely from such opportunities. ‘I
know some parents think I’m insane,’ he says, ‘and it costs a lot in my time and money but the
relentless emphasis on academics when I was young wasn’t healthy either.’ Ranit’s ambition is to join
a major football team’s programme when he’s 15, so he’s dedicated and committed to his rigorous
training, but he’s also doing well in school. ‘The determination he’s developing in his football has
spilled over into his academic work,’ says his father. ‘There’s no downside for him, despite the
arduous training and the sacrifices we make as a family.’

In the UK, Sarah Sage’s experience with her young athlete daughter has been mixed, but she has few
regrets. Her daughter was singled out at school by her sports teacher for what was described as ‘her
prodigious natural talent’ and the next four years were a blur of training and competition. ‘Niggling
injuries didn’t deter her, and she loved her athletics family at the academy. Eventually though, she
began to see her school friends’ lives as more varied, less intense. She struggled with having every
minute of her day pre-planned with no time left for spontaneity or just hanging out. There were tears
when she gave up her dream of elite athletics, but she still enjoys running. A punishing training
regime at a young age doesn’t suit everyone, however talented they are.’ 5

Text B:

Should we rethink elite sports for kids?

Given the enormous incomes elite sportspeople can earn, it’s no wonder that in many countries
across the globe, programmes that aim to identify and develop future elite athletes have been
established. Once selected, potential elite footballers, cyclists, gymnasts and others can spend many
years being moulded and trained to fulfil their ambitions. These programmes, once entered, can
shape the lives of children, and those of their families, for a long time.

It’s thought by some coaches that specialising in a specific sport early in childhood is essential to
achieve elite levels of success. Just like ballet dancers and musicians, it pays to start early. In sports
such as gymnastics and diving, athletes usually peak in their late teens, so specialising in childhood is
considered crucial. Athletic careers are also inevitably shorter than most other career choices and
children, parents and trainers are often aware of that.

Many children who specialise early develop personal qualities of resilience and dedication that would
shame an adult. However, some psychologists suggest that if a child doesn’t have other hobbies or
doesn’t try new activities, it can make them feel like their identity is solely tied to the sport they
specialise in, which can affect their development detrimentally.

23
Delaying intense specialisation might give a young athlete more time to develop outside of their
sport. Some think that if young athletes can try a range of different sports, perhaps eventual success
at elite levels is more likely, not less. However, with safeguards in place, many child athletes grow up
to look back on their years of intense training with pride and gratitude, even if they never make the
grade in the elite world.

Question 1

A young child in your family has been selected to join an intensive training programme for their chosen sport
and is eager to join. The child’s parents have asked for your views about whether or not their child should join.

Write a letter to the child’s parents. In your letter you should:

• evaluate the views, attitudes and ideas given in both texts

• discuss the factors the parents should consider before deciding based on what you have read, give your views
on whether or not the child and their family will benefit from the programme.

Base your letter on what you have read in both texts, but be careful to use your own words. Address both of the
bullet points. Write about 250 to 350 words.

Read both texts, and then answer Question 1 given below.

Text A:

What are you sorry for?

Yesterday, after complaints I’d made to an online retailer for their very poor customer service, I
finally received an email in reply. ‘At last,’ I thought, ‘an apology.’ And indeed, it was an apology of
sorts: a careful set of stock phrases which expressed some limited awareness of their shortcomings
with a flourish at the end, hoping that I would ‘return very soon to purchase from our unique range of
bestselling rugs and soft furnishings.’ Now, I know saying sorry is never easy, but I was left with the
impression that this writer had been schooled in some business training session that taught
employees how to turn an apology into a marketing tool!

There’s a lot of apologising these days. But, like my email, is there any real substance to such acts of
contrition if they are merely designed to reflect well on whoever is making them?

Everyday apologies are part of polite discourse in many cultures, of course. We apologise for
interrupting people in meetings – as we interrupt them – and we often apologise for things that aren’t
even our fault, just to keep the wheels of civilised life turning. I taught my children to apologise for
their misdemeanours as soon as they could speak, though it rarely prevented further incidents of
snatching toys from their siblings or having a tantrum in a shop. However, in adult life, and especially
at work, apologies (even for glaringly obvious errors) are often considered the ultimate weakness.

Perhaps the online company who offered me their ‘apologies’ yesterday for wasting my time, sending
me the wrong item, taking my money and refusing to return it for weeks were reluctant to admit their
faults for fear I would require some compensation as a token of their sincerity. Actually, a real
apology would have been sufficient, and I might well have been more disposed to peruse their unique
ranges again as a result. As things are, I’ll be staying well clear of their soft furnishings and their
grudging apologies.

Text B:

The power of an apology

Saying ‘I’m sorry’, even when you’re not at fault, is an automatic reaction. You’ve probably said it
many times this week. Over-apologising for things you can’t control can make people think less of

24
you. Apologising for sneezing, being pushed into someone else or being interrupted could backfire on
you.

A leading psychotherapist says that over-apologising, or apologising because you think you should, is
harmful: you may think you’re presenting yourself as a caring person, but you’re sending the message
that you lack confidence and are ineffectual. ‘It can give some people permission to treat you poorly,’
she warns.

Such behaviour can also lessen the impact of a necessary apology. If you say ‘I’m sorry’ for every little
thing, it will carry less weight for situations that warrant a sincere apology. We all know someone
who constantly apologises, and it can be irritating.

One study found that apologising for intentionally rejecting someone, such as cancelling plans you’ve
made, could make the other person feel that they have to forgive before they are ready. Apologising
for your own sake, rather than to acknowledge the hurt caused, can be perceived as insulting.

Choosing not to apologise may even have psychological benefits. Researchers found that people who
refused to express remorse showed signs of greater self-esteem.

However, there are some circumstances in which a sincere apology is beneficial. A professor of
behavioural science explained that some apologies can encourage forgiveness and repair
relationships, but they require more than just saying ‘I’m sorry’: the person must express genuine
remorse and offer to make amends in a meaningful way. We protect ourselves from facing the
possibility that we messed up and from rejection. An apology, no matter how heartfelt, does not
always elicit forgiveness.

The debilitating effects of the shame we may feel when we’ve hurt another person can eat away at us.
By taking responsibility for our actions, we help rid ourselves of self-reproach and guilt. Some people
feel that genuinely apologising can help us develop self-respect if we have the courage to admit we
are wrong and don’t offer excuses. Saying sorry helps us remain emotionally connected to others.
Knowing we have wronged someone may cause us to distance ourselves from the person, but once
we have apologised, we can become closer.

Question 2

Your friend has been asked by their boss at work to apologise to a colleague for missing a meeting.
Your friend is unsure whether to apologise and how to apologise so that their boss is satisfied.

Write a letter to your friend, giving advice on what they should do. In your letter you should:

 evaluate the ideas about apologising given in both texts

 explain why your friend should or should not apologise, and how to deal with the situation at
work.

Base your letter on what you have read in both texts, but be careful to use your own words. Address
both of the bullet points.

Write about 250 to 350 words.

Read both texts, and then answer Question 3 given below.

Text A:

Can the world be saved from over-tourism?

We’ve officially entered the era of too much tourism. Sand has been removed by tourists from famous
beaches and some cities impose fines on weary tourists just for sitting down in crowded hotspots. As
local people fear being priced out of their towns and cities, stringent rules and limitations are
imposed on holiday rentals. In Thailand, one popular destination has been closed indefinitely to allow

25
its ecosystem to recover from the millions of tourists who have visited over recent years. Tourism
taxes are becoming more common and, in some areas, are being used to restrict access to all but the
wealthier clientele.

In a recent forum, tourism experts said that over-tourism was real: ‘The overcrowding on the streets,
the rising rents, the hostility of residents – they can’t be denied.’

Over-tourism takes different forms in different places. In European cities, the over-crowding and
pressure on resources, such as energy, water and health services, are obvious, but in many countries
across the globe too many people are trying to gain access to fragile landscapes, buildings and ancient
monuments.

In Iceland, the situation is different. ‘The growth has been very fast,’ explained the country’s head of
tourism. She was quick to clarify there are advantages to this tourism boom. Iceland’s economy has
been transformed. ‘It’s improved our lives. We enjoy a wider range of services and we can fly to more
destinations.’

But pressure on popular tourist sites leaves environmental damage and changes people’s attitudes.
Social media plays a role and brings challenges and opportunities. Iceland’s landscape attracts
attention, with hot springs and dramatic landscapes. ‘Some celebrity puts out a selfie and suddenly
hundreds start visiting some remote waterfall that isn’t ready for the numbers. It can be difficult to
manage expectations.’

Over-tourism impacts housing and the lives of local people and does not always bring benefits.
Tourists in big groups visit some of the oldest places in the world, using companies that don’t share
their wealth with local communities. That creates conflict with the population because they consider
that tourist hotspot to be theirs. ‘That’s their own culture, their own ancestors and they get no
benefit,’ said one expert.

Text B is taken from a magazine article about living in a famous tourist destination.

In the summer, Paolo Santini shares his hometown with three million temporary residents. A
cultured man, Paolo has worked for 40 years in the city’s museum, curating the region’s ancient
treasures exhibited for the visitors. Indeed, the day I interviewed him the museum was packed with
weary families wandering aimlessly through Paolo’s beloved artefacts.

‘I was born here,’ he says, ‘in what was a rural backwater a few miles away. My father had a small
farm and eked out a living, but it was tourism that gave me my profession and a decent standard of
living. A lot of money has gone into making this city a popular destination.’

He owns a modest house on the outskirts of the city, in what used to be a fishing village where his
ancestors sold their catch on the beach. It’s become a popular area in recent years for summer homes
for those who live elsewhere most of the year. Paolo says the summers are difficult for locals. The
traffic is suffocating, and the pavements are crowded and hot. ‘At least the city’s facilities are open all
year now. Everything used to close in the winter. Most of the cultural events and festivals are still
organised around the visitors. We’ve spent decades “improving the visitor experience”, as they say.’
Paolo betrays only a hint of irony.

The city’s central squares are lined with cramped, packed cafes and restaurants, which make me
question the visitors’ experience. Local shops have been bought up and converted to cafes and
souvenir shops. ‘There are no chemists or butchers left in the centre now and the rents are sky high,’
says Paolo. His adult son lives at home, unable to afford his own house. There are rumblings of more
organised discontent, with residents’ groups resisting further incursions of tourism or the rising costs
of living in a city they no longer recognise as theirs.

26
Paolo is ambivalent: ‘This city has given me a good life, better than I could have expected as a child. In
my line of work, cultural exchange between people is good and tourism can expand all our horizons.
But I hope we know how and when to put the brakes on it.’

Question 3

Write an article for young people, advising them what they need to consider when deciding on a
holiday destination. In your article you should:

 evaluate the ideas, opinions and attitudes in both texts

 suggest what young people should consider in order to make a responsible decision.

Base your article on what you have read in both texts, but be careful to use your own words. Address
both of the bullet points. Write about 250 to 350 words.

Read both texts, and then answer Question 4 given below.

Text A: The paradox of fast fashion and the young

If the last few years have taught us anything about Generation Z (those born after 1996) it’s that
they’re environmentally aware. Protesting the state of the Earth they’re set to inherit is part of their
routine.

And yet when it comes to one of the most polluting industries on Earth, Generation Z presents
something of a paradox. Their coming-of-age has coincided with the height of social media and the
advent of ultra-fast fashion brands that target young people online with enticing discounts and
influencer partnerships. Environmentally engaged but seduced by what’s new and ‘now’, young
people face a dilemma.

Lauren Bravo is an author who tackles the effects of our shopping addiction. She understands why
fast fashion is attractive to young people. ‘The cost of living has rocketed over recent years; it’s hardly
surprising that today’s teens and twenty-somethings are buying cheap clothes as small “pick-me-
ups”,’ she says. ‘When expensive holidays and home ownership are off the agenda, what do you do?
You buy a cheap garment.’

‘Slow fashion’ advocate Caroline Jones attracted press coverage when she committed to wearing only
recycled outfits from second-hand clothes shops for a year. She has two teenage children and can
relate to that youthful frenzy of discovering new trends for the first time and developing your own
style. ‘For me, in my 50s, I’ve seen all of these trends before,’ she says, ‘but when you’re young,
everything’s shiny, new and exciting. You see on social media what these influencers are styling up
and the brands of affordable clothes being promoted.’ Her daughter sometimes swaps clothes with
her friends, but with the staggeringly low cost of clothes from some outlets, she could purchase a new
outfit for every event. Yet according to experts, simply doubling the length of time we keep our
clothes would cut carbon emissions by 44 per cent.

Text B

The following passage is taken from an interview with a young student of fashion design, for a fashion
magazine.

Interviewer: Georgio, you’re about to study for a degree in fashion design, so I imagine fashion is an
essential part of your life!

Georgio: Of course, but I think most young people look to develop their own style, their own identity
and use clothes and fashion to express themselves. We’re not all obsessed with being on trend. For
young professionals like me, the prospect of a lifetime of drab suits, a strict uniform or appropriate
work attire is depressing. Many young people spend years encased in ugly school uniforms and can’t
wait to experiment with a range of different looks. Fashion is an inexpensive way to lift your mood at
a time when young people face many challenges.

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Interviewer: The way that particular brands dominate the teenage market seems to suggest there’s
not much experimenting going on. I’ve read that an outfit worn more than three times is considered
‘old’!

Georgio: Not everyone has the confidence to use clothes in a unique way. Young people also use
fashion to identify themselves as part of a group with its own look. But it’s easy for older people to
criticise. You’ve found a style that suits your lifestyle, your body and your image but that takes time.
Social media, advertising and so-called ‘influencers’ who promote certain brands can make choices
more confusing for young people, but we’re not mere followers. We’re aware of the effects of our
choices on the environment and on people who produce our clothes. While older people can afford to
limit their wardrobe to those expensive, ‘classic’ items, young people are already doing their fair
share of saving the planet in other ways. It’s a relatively short phase in their lives when fashion
provides a much-needed creative outlet.

Interviewer: What are your plans when you qualify as a fashion designer?

Georgio: The fashion industry can certainly do better, for the environment and its young clientele.
The vintage fashion market is burgeoning, which shows there’s an appetite for more sustainable
fashion that isn’t being met by companies producing cheap, synthetic clothes. But we must accept that
young people aren’t ready at 16 or 18 to buy only those items they’ll still be wearing at 28 or 30.
Expecting them to do that would deny them an important rite of passage that their parents’

Question 4

Write a speech for your year group explaining whether or not you think young people should change
their attitudes to fashion.

In your speech you should:

 evaluate the attitudes and ideas in both texts

 give your views, based on what you have read, on the effects a change in attitudes to fashion
might have on young people, the fashion business and the environment.

Base your speech on what you have read in both texts, but be careful to use your own words. Address
both of the bullet points.

Write about 250 to 350 words.

generation had.

Read both texts, and then answer Question 5 given below:

Text A: Finding the perfect gift

This article was written by a manager of a successful chain of shops.

Gift-giving is an important part of human interaction. It has been documented throughout human
history, across all cultures, as a unique pastime that has helped to define relationships and strengthen
bonds between family, friends, workers and many more groups.

Most people expect to receive a quite high standard of gift, which can put pressure on the individual
who gives the present. Every gift has to be better than the last.

There is an enormous sense of satisfaction when seeing the joyful expression on the face of someone
you’ve given a gift to, and gift-giving really comes into play when you’re missing someone or working
away from home. Now, it’s a lot easier to order a gift online and send it. It can be a replacement for
not being there with the person. The right gift brings a little slice of happiness.

Coming up with creative gift ideas is somewhat of an art form. And just like any other type of art,
some of us just aren’t that good at it. But if you want to avoid the dreaded silence that comes after

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someone opens the worst gift ever – your gift – put in a little extra time and effort. Purchase practical,
quality gifts that the person will actually use and will last a lifetime.

The gift of a carefully chosen ornament displayed in the home for many years can be a source of
happiness to both giver and receiver.

Vintage gift ideas are very popular at the moment – unique and much sought-after items to be
treasured. Who can resist a gift that will hold, or even increase its value – a piece of antique jewellery,
a stylish photo frame perhaps?

Save money and reduce packaging waste by making your own gifts such as baked goods in reusable
containers, homemade soaps or homemade jewellery. Instead of buying cards, either make your own
using recyclable paper or send an e-card. There are lots of great websites where you can make
personalised, animated or traditional cards sent right to your friends’ and family’s inbox.

And if you’re unlucky enough to have gift givers who often get it wrong, why not host a gift-swap
party with friends, family, or colleagues? It’s a great way to find a home for your unwanted gifts.

Text B: Experience days and gift experiences

This online blog was written by the owner of a company which sells gift vouchers for experience days
and activities.

Things no longer matter. Experiences do.

Why? Because in the modern day, the need to own things is dissipating. We don’t need DVDs, CDs or
vinyl records anymore because we all have subscriptions to streaming platforms for music, film and
TV. We don’t need photo albums, calendars or books because everything exists in environmentally
friendly, digital form.

The media want us to think that buying things for ourselves and each other will make us happier. A
simple look at the facts shows us this isn’t the case, and it seems we have figured that out.

Recent surveys prove that experiences elicit more happiness than buying material things.

Yan Young of online adventure company, [Link], explains, ‘Even your most treasured
possessions remain separate from you. Experiences become embedded in your memory: they’re part
of you.’

After all, would people rather hear about your new shoes or the time you took a ride in a hot-air
balloon over mountains?

Many of our parents didn’t have the ability to travel as much as we do, or the freedom to easily
change jobs, relocate or start a business like you can in today’s world. Therefore, they valued things –
jewellery, cars, houses – signs of prosperity and stability. Things showed you were successful, they
thought, but things can be lost, stolen or damaged.

Most of us have way too much stuff. One survey found that 1 in 7 Americans has a room in their home
that they can’t get into because it’s filled with things they rarely use. And the more things we
accumulate, the more miserable we become. Lifestyle gurus call it ‘Stuffocation’. Meanwhile, the trend
towards ‘no ownership’ advocates investing in experiences that improve life and don’t need
wrapping.

Online companies offer a range of experience gifts at increasingly competitive prices: cooking classes,
tickets to festivals, goat yoga (part exercise class, part petting zoo and 100 per cent adorable), race-
car driving, foreign travel, escape room (you’re locked in a room and forced to find your way out by
solving dozens of puzzles before the timer runs out), even a house-cleaning service (an experience I’ll
probably gift to myself).

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Question 5

Imagine you have a friend who is considering whether to buy a gift experience for someone they
know, or to choose another type of gift. They have asked for your advice.

Write a letter to your friend offering your advice. In your letter you should:

 evaluate the ideas, opinions and attitudes given in both texts

 explain what your friend needs to consider when deciding on the most appropriate type of gift
for this person, give reasons to support your advice.

Base your letter on what you have read in both texts, but be careful to use your own words. Address all
of the bullet points. Write about 250 to 350 words.

Read both texts, and then answer Question 6 given below.

Text A: No more long school holidays

This text is a letter from the headteacher of Champion School.

Dear Parent/Guardian,

I am delighted to announce that from next month, Champion School will become an all-year-round
school – the first in the district. As you join me in celebrating the exciting news, I would like to outline
the new schedule and share with you some of the benefits all-year-round schooling offers your child.

All-year-round schools have been trialled in other countries with some success. The typical
all-year-round schedule has students attending school for nine weeks, then taking a three-week
holiday to help them reset, rest and catch up with any school work they have not finished. We plan to
improve on this model – following a ‘six-weeks-on, one-week-off’ schedule, with one extra week’s
holiday in the summer to allow for visiting relatives overseas.

During traditional lengthy summer breaks, students often experience difficulty retaining skills and
knowledge. Students from lower-income families especially may find themselves losing ground that
they gained during the previous school year. Mathematics and reading, in particular, often have to be
retaught at the beginning of each school year. Avoiding this ‘summer slide’ is easier when teachers
have access to the children all year.

As a parent of teenagers myself, I know that during the long hot months of our summer holiday
students and parents can easily become frustrated and bored, putting relationships under strain.
With all-year-round school, there is no need to reset routines before embarking on a new school year.
The breaks aren’t long enough to disturb the usual pattern and you’re cooped up with your family for
less time. A report from those at the forefront of educational reform says that all school holidays
should be shortened so that children are not left unsupervised – cutting youth crime and raising
education standards.

More frequent breaks benefit students and teachers, improving working relationships. Looming
deadlines, large projects and big end-of-term tests can be stressful for everyone, whereas the more
regular assessments of all-year-round schooling offer more opportunities to relax. All-year-round
school has many academic advantages for our students. They will learn more effectively.

On a practical level, there will be further details soon regarding sports fixtures planned against other
schools, national summer camp programmes and extra-curricular activities. Meanwhile, our teacher–
parent association is planning an extra meeting to discuss the challenge of childcare for any parents
who rely on the school to provide care for their children during the working day and/or who have
other children in more traditional schools in the area.

Yours faithfully,

R. Laz

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Text B: Coping with long school holidays

This text is an online blog written by a parent of young children.

I’ve been talking with friends about the school holidays – some of them have run out of ideas, money
and patience!

The holidays aren’t all swings, games and happy faces. There’s a lot of boredom to deal with too,
because the summer break is long. Really long!

It’s an interesting topic for my family because I have a husband who’s a teacher. When I asked him if
school holidays were too long, I got the big N.O. And while it might seem like the obvious answer from
a teacher, I wondered if his opinion might have changed given that he’s now become primary
caregiver for our kids during the holidays while I’ve been off working. Being a freelance radio
announcer there’s a lot of work for me over the summer. I’ve been working six days a week recently.

I thought maybe he’d be craving some routine again, instead of thinking ‘what are we going to do
today?’ every day.

For my little guys, activities have included riding bikes, spending time with grandparents,
paint-with-water books, trips to the park, zoo, pony riding and ‘Science Adventure’ (expensive, but
worth it apparently).

A survey of my friends suggested six weeks for school summer holidays was about right. They said
they loved sleep-ins and not having to rush to get ready in the mornings or iron school uniforms.
They valued spending quality time as a family. One made a good point that it would be cruel to send
children to school in the extreme heat. When your kids are old enough to catch a bus to the beach or
be dropped off at the movies, I imagine school holidays are easier.

But others, mostly parents who worked full-time, thought the summer break was too long, especially
given they themselves only had four weeks off annually. School holidays involved much strategic
manoeuvring, calling in favours so their kids were looked after. These parents were looking forward
to getting back to their ‘usual routine’.

Question 6

Imagine that you are a student at another school in the same district as Champion School. Your school is
considering whether to follow the same plan as Champion School or not.

Write a speech to give to a meeting of parents and teachers from your school about why all-year round
schooling would not be a good idea. In your speech you should:

 evaluate the ideas, attitudes and opinions about all-year-round schooling given in the texts
 explain your concerns about changing to all-year-round schooling and how it would affect parents,
teachers and the wider community.

Base your speech on what you have read in both texts, but be careful to use your own words. Address both of the
bullet points.

Write about 250 to 350 words.

Read both texts, and then answer Question 7 given below:

Text A: Green shopping won’t save the planet

The following text is an article about individuals and the environment.

It’s easy being green … too easy. From adorable reusable shopping bags to plastic-free beauty
products, the proliferation of green goods makes doing our bit for the planet fun. Indeed, a poll
released recently found that most Americans, for example, are shopping for the good of the planet: 76
per cent said they’d bought a product specifically because they thought it was better for the
environment.

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Shopping habits have become one manifestation of how saving the planet has become a matter of
personal change rather than of collective action. However, every example of major environmental
progress – reducing acid rain, improving air quality, restoring the ozone layer – has been the result of
national legislation or a global treaty. We reduced acid rain by restricting industry’s emissions, not by
all going out and sprinkling bicarbonate on sensitive forests and lakes. Ozone-chomping CFC
chemicals were banned by international laws, not by everyone giving up spray cans and air
conditioning.

Environmental progress is made by forcing people and industry to stop doing environmentally bad
things and start doing environmentally good things, not by relying on individuals’ green goodwill.
Recycling figures are up in most countries but acquiring consumer goods, a very environmentally
damaging pursuit, is also up. In the ‘reduce, reuse, recycle’ mantra, recycling is the last resort, after
all.

Just to be clear: recycling, cutting energy use, buying locally and the rest of the ‘what you can do’
agenda is better than the opposite. I use public transport (easy in cities, of course), walk almost
everywhere else, recycle, sun-dry clothes, keep the house cold in winter and hot in summer – some
sacrifice for the sake of the planet, let me tell you! The problem with the emphasis on changing
individual behaviour is this: it makes too many of us believe we have done our part.

In her new book, ‘Green Gone Wrong’, journalist Heather Rogers calls the emphasis on individual
green acts – especially shopping – rather than collective ones, ‘lazy environmentalism’. But it’s nearly
ubiquitous. When Rogers gives speeches about garbage, someone always tells her they thought ‘we
could cure our environmental ills by consuming the right products,’ she writes.

The message that we cannot consume our way out of climate change, or shop our way out of crashing
fisheries, or vanishing species or depleted seas isn’t as much fun as, ‘Buy green!’ Compared with the
scale of the disaster, changing individual behaviour is pathetically inadequate.

Text B: Giving up hope won’t save the planet

The following text is an interview given by a well-known conservationist.

We are destroying the world at a very rapid rate; many people are giving up hope and thinking, ‘Well,
there’s nothing I can do on my own.’ The rain forests are disappearing everywhere. Big dams are
draining whole countries of their water supply as water becomes more precious than gold; there’s
mining, there’s fracking, there’s drilling for oil. We’re in the middle of a great species extinction; we’re
losing biodiversity everywhere and we’re burning fossil fuels very, very fast.

We are breeding billions of animals just to eat them. This means that whole habitats are being
destroyed to grow grain; fossil fuels are being used to take the grain to the animals, the animals to
slaughter, and the meat to the table. In addition, the animals are producing masses of methane gas,
and that’s a very virulent greenhouse gas which speeds up climate change.

We need to start thinking about how everybody can lead more sustainable lives. The wealthy need to
start thinking about their environmental footprint – What do I buy? What do I eat? What do I wear?
How was it made? Where did it come from? – and thinking whether they need all the stuff that they
buy, the meat they eat and the plastics they use.

I support an environmental project for young people called Roots and Shoots. It started with 12 high
school students in Tanzania, and now has members from kindergarten to university in 100 countries.
The project’s main message is that every individual, every school or college, every community makes
a difference every day. Every group chooses itself three projects that are important to the area
around them and that can make things better for people, for animals and for the environment –
everything from planting trees to recycling, from reducing waste or changing what money is spent on
within their organisation, to growing organic food.

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Young people care about the planet and their future on it. We have a window of opportunity for
making some changes, for slowing down climate change. But it’s going to require a lot of effort.

Question 7

Write an article for your school or college magazine. In your article you should:

 evaluate the views given in both texts about saving the planet
 give your own views, based on what you have read, about whether your school or college can
make a difference and how.

Base your article on what you have read in both texts, but be careful to use your own words. Address
both of the bullet points.

Write about 250 to 350 words.

33
Summary Writing
and
Short Response

34
Read Text B, and then answer Question 1 on your notebook.

Text B: Nim Chimpsky: the chimp they tried to turn into a human

In the early 1970s, a chimpanzee named Nim Chimpsky was the subject of an experiment. Now, his
strange life has been turned into a documentary by film director James Marsh.

Whether he’s zooming past in a pushchair or annoying a passing cat, it’s impossible not to be
charmed by Nim the chimpanzee, adorably clothed in outfits more suited to a toddler than a baby
chimpanzee.

Nim Chimpsky, to give him his full title, was born in the Institute for Primate Studies in the early
1970s. Highly intelligent, he was chosen to be the subject of a language experiment called Project
Nim, led by scientist Herbert S Terrace. The project aimed to discover whether or not chimpanzees
could use grammar to create sentences if they were taught sign language, and nurtured in a similar
environment to human children. His name is a pun on Noam Chomsky, the linguist who claimed that
language is unique to humans. Terrace’s experiment hoped to disprove this.

Nim’s life story is told in a new documentary which uses archive footage, photographs and interviews
with those who cared for Nim. The film considers ethical issues and traces the emotional experiences
of both the trainers and the chimpanzee.

At less than two weeks old Nim was sent to join a human family, to be raised like any other child.
Terrace hoped that teaching communication to a ‘humanised’ chimpanzee would shed light on how
language is acquired by human beings.

‘Nim behaves in a way that is normal for a chimpanzee, but he’s in a human world,’ director James
Marsh says. ‘He’s in the wrong context and that becomes his tragedy. At that time, the question of how
much we are born a certain way, as a species and as individuals, and how much we are shaped by our
surroundings, was being hotly debated by scientists. It remains an unanswered question today.’

When the experiment ended, Nim could only use fragments of sign language. He was returned to the
institute, then sold on and struggled to adapt. Researchers reported that Nim used signs to them that
included ‘hug’ and ‘play’. He’d never previously met another chimp.

Marsh admits that conveying Nim’s experiences was tough. ‘I felt that Nim’s life had already been
blighted by people projecting human qualities on to him. I can’t always be sure what Nim’s thinking
and feeling because he’s a chimpanzee.’

Question 1

According to Text B, what was Project Nim, what exactly did it involve, and what criticisms might
people have of the project?

You must use continuous writing (not note form) and use your own words as far as possible.

Your summary should not be more than 150 words.

Up to 10 marks are available for the content of your answer and up to 10 marks for the quality
of your writing.

Short Response Question:

Imagine you are Nim Chimpsky, the chimpanzee from the Project Nim experiment. Reflect on
your experiences being raised in a human family and the challenges you faced when
reintroduced to the chimpanzee environment. How did the transition impact your ability to
communicate and connect with other chimps, and what emotions might you have felt during
this period? 5 marks

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Summary Question 2

Text A: The Crooked Forest

In this text, the writer describes his visit to the Crooked Forest in Western Poland.

The Crooked Forest consists of approximately 400 pine trees that grow in an unusual way
outwards from their base. The writer is very interested in how they are formed. My visit to
the Crooked Forest took me by train to the station of Dolna Odra. I say station and not town,
because I really felt like I was in the middle of nowhere, with no people about and just a small
gravel road heading off towards the forest. I wandered down this rough track, contemplating
the popular idea that the deformation of these trees had resulted during the invasion of
Poland in the Second World War.

Arriving at the location, I had mixed reactions. While the trees were definitely as warped as I
had expected, the grove they occupied was small and sparse and, furthermore, surrounded
by perfectly straight pine trees on all sides. Perplexed, I dismissed my compelling image of
heavy enemy tanks ploughing through the midst of a huge forest, flattening young saplings in
all directions, and decided to take photographs instead.

The small group of pot-bellied stick figures posed jauntily for my camera lens. At their bases,
they extended outwards anything from three to nine feet and then their trunks grew
perfectly erect. It did seem highly unlikely that the trauma of being run over by ridiculously
heavy tanks would result in the odd yet uniform curvature, if the young trees survived at all.

Some kind of genetic mutation maybe? I remembered reading about a plant specialist who
discovered a group of aspen trees in Canada that had become gnarled and twirly as a
consequence of genetic malfunction. But the whole tree had been affected in these cases.

Back at the hotel, locals had been quite voluble in their theories. Talk of alien or supernatural
activity led to anecdotes about ‘sightings’, designed presumably to fool gullible visitors.
Meanwhile, the hotel manager eagerly hypothesised that fluctuations in gravitational forces
or a unique gravitational pull in the area could be responsible. As I contemplated the cartoon
images of squat misshapen trees on my hotel room walls, it seemed to me that the manager’s
words ignored basic laws of physics – that gravity pulls downwards not sideways.

Sitting now on one of the very solid horizontal lower trunks and contemplating the white-
coated landscape surrounding me on this early spring morning, I wondered too about the
effects of heavy snowfall. Still I observed the vast number of perfectly vertical pines forming
a neat and protective circle around me. Were the curves in these trees man-made then? I’d
heard how people sculpted trees into furniture, knots or baskets, like the ‘circus trees’ at
Gilroy Gardens in California. American Indians also bent marker trees into symbols they used
to navigate and communicate in the forest.

But these trees are often found solo, and not necessarily in Europe ...

Read Text B, The Crooked Forest, and then answer Question 1 on your notebook.

Question 1: According to Text A, why are the existing theories about how the Crooked
Forest was formed unlikely to be correct?

You must use continuous writing (not note form) and use your own words as far as possible.

Your summary should not be more than 150 words.

Up to 10 marks are available for the content of your answer and up to 10 marks for the
quality of your writing. 36
Short Response Question:

Imagine you are being interviewed about your visit to the Crooked Forest. Provide a brief
and concise response based on the details in the passage. The question:

What was the most surprising aspect of the Crooked Forest for you, and how did it
challenge your initial expectations?

Summary Question 3:

Text B: Japanese cherry blossom season

The season in which Japanese cherry blossom trees blossom is a time much enjoyed and
celebrated by many people.

Once I experienced cherry blossom season in Japan and shared in an immense rush of
carefree happiness. When the first branch with five blossoms unfolded in Okinawa, in Japan’s
southernmost tip, the nation erupted in glee. Party season was officially on!

Along with the excited Japanese, I swooned over explosions of soft pink flowers. Flower-
viewing picnics flooded parks and religious sites, while companies dispatched junior staff at
dawn to save prime spots for office parties. Traditional Japanese rice balls were staple
festival food. Squid skewers sizzled on grills, as laughter grew louder into the night. Paper
lanterns illuminated trees, glowing like incandescent bonfires.

Celebrations could get out of hand and I have read about city councils enforcing curfews, but
I witnessed how little this abated enthusiasm. Even the shops were infatuated. Consumerism
in Japan is astonishing. Shelves were flushed pink with soft drinks, cakes, biscuits, ice-cream,
textiles, clothing, stationery and homewares. One fast-food outlet produced a hamburger on
a pink cherry-scented bun with pink mayonnaise.

The Japanese have celebrated cherry blossom season for over a thousand years and it
inspires art, music and poetry to this day. A traditional blossom song is still taught in schools,
while ‘5 centimeters per second’, a 2007 anime film, takes its title from the gentle movement
with which blossom falls. It is a bittersweet tale of a young man and woman who meet in
spring, then become separated over the years.

For the Japanese, cherry blossom season is a cyclical marker of time. They can reflect on the
revolving carousel of family, friends, lovers and colleagues over a lifetime of basking under
powdery canopies. As I discovered, these delicate blooms emit an innocent blush while
wielding a mighty nostalgic punch.

Japan’s recent industrial growth has delivered dazzling technology and prosperity, but also
environmental degradation that continues today. About three-quarters of Japan is
mountainous and uninhabitable. Most people live in crowded cities in flat, coastal regions.
Once a year though, Nature declares its sovereignty in the cities and bestows its gift of the
year’s biggest social and cultural event.

The jubilation lasts only one to two weeks. Warm weather coaxes buds out of hibernation,
then ushers in rainstorms that knock the petals off. When the last petals drop in the most
northern part of Japan the show is over.

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Read Text B, Japanese cherry blossom season, and then answer Question 2 on this
question paper.

(Q.2) According to Text B, what makes the cherry blossom season in Japan so
popular?

You must use continuous writing (not note form) and use your own words as far as
possible. Your summary should not be more than 150 words.

Up to 10 marks are available for the content of your answer and up to 10 marks
for the quality of your writing.

b) Short Response Question: (5 marks)

Imagine you are being interviewed about your experience during the Japanese cherry
blossom season. Provide a concise response based on the information in the passage of this
question:

What cultural aspects of the cherry blossom season impressed you the most, and how did
it contribute to the overall atmosphere of celebration?

Summary Question 4:

Text B: The human swan

The British conservationist and ‘human swan’, Sacha Dench, travelled in a motorised
paraglider (a paramotor) as part of a 7000 km journey. She was following migrating Bewick’s
swans from Russia to Britain in order to better understand the reasons for their declining
numbers.

‘The whole way I’ve been trying to put myself in the head of a swan. There are times when I
wish I was a swan. It would’ve been so much easier,’ reflected Dench. ‘When the
temperatures got really cold I wished I could flap my arms and generate some heat, but that
would make the whole paramotor shake.’

With her swan’s-eye view of the world, Dench said she particularly appreciated crossing the
Taiga forest of Russia, seeing no trace of human habitation, and witnessing the scale of the
tundra. ‘The colours of the tundra are the most beautiful I’ve ever seen in a landscape. They
look as if they could be from Mars,’ she said.

When she reached urbanisation, she met Russian schoolchildren who were sent out to shoot
migrating birds for food. They were ‘riveted by how conservation and research works. They
had no idea where the swans went.’

Although she took care to avoid disturbing other migrating birds, there were moments when
they joined her. When she flew up to 900 metres above the clouds, the sky was filled with
geese. ‘You really felt in the thick of migration,’ she said.

At one point, two white-fronted geese veered towards her. ‘I was just about to turn away
thinking there would be a collision when they suddenly flew alongside my wing-tips in a V-

38
formation. That was very special,’ she said. On another occasion she flew 50 metres below a
migrating flock of Bewick’s swans. ‘They drew right alongside me. I didn’t look like a threat
to them. I was just a big flying thing and they completely ignored me,’ she said.

Low points included time spent in a Russian hospital for an MRI scan following a dislocated
knee during a take-off. She also lost track of one of the satellite-tagged swans she was
following, during foul weather in Estonia. Dench realised it had perished. ‘You get quite
attached to them as individuals,’ she said.

Although flying low over the Taiga forest was particularly hazardous with its lack of safe
landing spots, crossing the English Channel was Dench’s toughest challenge. ‘When I crossed
from Belgium into France and first saw the white cliffs of Dover I started to cry,’ she said. ‘I’m
not much of a softy but I thought, actually, I am keen to be home.’

Read Text B, The human swan, and then answer Question 3 on your notebook.

Question 3: According to Text B, what were the challenges that Sacha Dench
experienced during her journey?

You must use continuous writing (not note form) and use your own words as far as
possible. Your summary should not be more than 150 words.

Up to 10 marks are available for the content of your answer and up to 10 marks for the
quality of your writing.

Short Response Question: (5 marks)

Imagine you are conducting a study on Sacha Dench’s journey. Your supervisor asks you
about Sacha Dench's journey as the 'human swan.' Provide a concise response based on the
details in the passage.

"What aspects of the swan's-eye view of the world did Sacha Dench find most
captivating during her paramotor journey, and how did these experiences shape her
understanding of the swans' migration?"

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Travel Writing Insights and Tips

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Handbook Supplement for Grade 11

(i) (a) ‘immense value’ (line 3)

(d) Re-read paragraphs 4 and 5 (‘Writers of never visit.’).

(i) Identify two mistakes made by writers of unsuccessful articles.

Question 2 (The Writer’s Craft)

Text B: The new fountain pen

(a) Why was Farris ‘becoming increasingly unhappy in his job’?

(b) What did the advert claim?

Question 2 (The Writer's Craft Questions):

Reading Comprehension Text C

Read Text C, and then answer Questions 1(a)–(e) on the notebooks.

The ultimate goal of a motivational speaker is to affect people profoundly on an emotional or

(ii) ‘different perspective’ (line 4-5): ...............................................................................

Read text D and answer all the questions below.

Text D – The Chinese Money-Lender

Read text C and answer all the questions below.

(c) What one aspect of Peter’s character caused Marian’s ‘impatience’?

b) ‘Simultaneously he positioned himself so that Peter could not see Marian’s

Text E – The Hospital

Question 2 (The writer’s craft)

(b) What were the two indications of roadworks ahead?

Question 2 (The writer’s craft)

(a) Why was Emma ‘staggering’?

(b) What was Emma’s ‘huge responsibility’?

Question 2: The Writer’s Craft

b) As Emma experiences a moment of doubt and suspicion regarding a potential

Should we rethink elite sports for kids?

Write a letter to the child’s parents. In your letter you should:

• evaluate the views, attitudes and ideas given in both texts

Read both texts, and then answer Question 1 given below.

What are you sorry for?

The power of an apology

 evaluate the ideas about apologising given in both texts

Write about 250 to 350 words.

Read both texts, and then answer Question 3 given below.

Can the world be saved from over-tourism?

 evaluate the ideas, opinions and attitudes in both texts

Read both texts, and then answer Question 4 given below.

Text A: The paradox of fast fashion and the young

In your speech you should:

 evaluate the attitudes and ideas in both texts

Write about 250 to 350 words.

Read both texts, and then answer Question 5 given below:

Text A: Finding the perfect gift

This article was written by a manager of a successful chain of shops.

Text B: Experience days and gift experiences

Things no longer matter. Experiences do.

 evaluate the ideas, opinions and attitudes given in both texts

Read both texts, and then answer Question 6 given below.

Text A: No more long school holidays

This text is a letter from the headteacher of Champion School.

This text is an online blog written by a parent of young children.

Write about 250 to 350 words.

Read both texts, and then answer Question 7 given below:

Text A: Green shopping won’t save the planet

The following text is an article about individuals and the environment.

Text B: Giving up hope won’t save the planet

The following text is an interview given by a well-known conservationist.

Write about 250 to 350 words.

Your summary should not be more than 150 words.

Short Response Question:

Text A: The Crooked Forest

Your summary should not be more than 150 words.

Text B: Japanese cherry blossom season

b) Short Response Question: (5 marks)

Text B: The human swan

Short Response Question: (5 marks)

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