Analysing unseen texts

Paper labels are an unofficial, independently authored grouping, applied only where a question's own format genuinely matches a real paper convention (such as IB Mathematics AA's non-calculator/calculator split). They do not reproduce any exam board's real paper numbering or mark allocation, and uncertain questions are labelled general practice instead.

• 1Text A (a workplace poster): 'TIRED? So is everyone. Take the stairs. Grab water. Push through.' Text B (a personal blog post): 'I used to wear my exhaustion like a badge of honour. Four hours of sleep, three coffees, a full day of meetings — and I called it dedication. It took a health scare to make me stop and ask: dedication to what, exactly?' (a) Identify the primary purpose of each text. (b) Compare the tone of Text A with the tone of Text B, referring to specific language choices in each. (c) Explain how the intended audience shapes the very different structural choices (a list of commands versus a reflective narrative) in each text.Paper 1 styleMedium5 marksNo calculator+
• 2Marking analysis: A learner attempts the following task: “Text A (a workplace poster): 'TIRED? So is everyone. Take the stairs. Grab water. Push through.' Text B (a personal blog post): 'I used to wear my exhaustion like a badge of honour. Four hours of sleep, three coffees, a full day of meetings — and I called it dedication. It took a health scare to make me stop and ask: dedication to what, exactly?' (a) Identify the primary purpose of each text. (b) Compare the tone of Text A with the tone of Text B, referring to specific language choices in each. (c) Explain how the intended audience shapes the very different structural choices (a list of commands versus a reflective narrative) in each text.” Their response addresses only this point: “Identifies Text A's purpose as brisk workplace motivation to push through tiredness, and Text B's purpose as personal reflection on a past attitude.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.Marking analysisMedium5 marksNo calculator+
• 3Read this excerpt from an opinion column: 'We keep asking why young people don't vote. Perhaps we should ask a different question: why should they, when so few of the choices on the ballot were designed with their future in mind?' (a) Identify the rhetorical technique used in reframing the question. (b) Explain the effect of this technique on the reader. (c) Identify the likely intended audience for this text.Paper 1 styleMedium4 marksNo calculator+
• 4Marking analysis: A learner attempts the following task: “Read this excerpt from an opinion column: 'We keep asking why young people don't vote. Perhaps we should ask a different question: why should they, when so few of the choices on the ballot were designed with their future in mind?' (a) Identify the rhetorical technique used in reframing the question. (b) Explain the effect of this technique on the reader. (c) Identify the likely intended audience for this text.” Their response addresses only this point: “Identifies the technique as a rhetorical question (reframing/re-questioning).” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.Marking analysisMedium4 marksNo calculator+
• 5Text C (an infographic caption): 'Recycling in 3 steps: Sort it. Clean it. Bin it.' Text D (an excerpt from a formal letter to residents): 'We are writing to inform residents that, following a review of local recycling practices, the council will introduce revised sorting guidelines from next month. Residents are kindly requested to familiarise themselves with the attached guidance.' (a) Compare the level of formality in Text C and Text D, referring to specific vocabulary or sentence structure choices. (b) Explain how each text's structure (a numbered list versus formal prose) reflects its different communicative purpose.Paper 1 styleMedium5 marksNo calculator+
• 6Marking analysis: A learner attempts the following task: “Text C (an infographic caption): 'Recycling in 3 steps: Sort it. Clean it. Bin it.' Text D (an excerpt from a formal letter to residents): 'We are writing to inform residents that, following a review of local recycling practices, the council will introduce revised sorting guidelines from next month. Residents are kindly requested to familiarise themselves with the attached guidance.' (a) Compare the level of formality in Text C and Text D, referring to specific vocabulary or sentence structure choices. (b) Explain how each text's structure (a numbered list versus formal prose) reflects its different communicative purpose.” Their response addresses only this point: “Compares formality using specific evidence from Text C, such as the short imperative commands and informal, punchy phrasing.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.Marking analysisMedium5 marksNo calculator+