English A: Language & Literature HL
Analysing unseen texts — HL Paper 1
- 1.
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.
[5 marks] · no calculator - 2.
Marking 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.
[5 marks] · no calculator - 3.
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.
[4 marks] · no calculator - 4.
Marking 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.
[4 marks] · no calculator - 5.
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.
[5 marks] · no calculator - 6.
Marking 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.
[5 marks] · no calculator - 7.
Text E (a charity appeal speech): 'I met a boy last week who has never once slept through the night without hunger waking him. Just one boy. Multiply him by four million, and you have the crisis we are asking you to help solve tonight.' Text F (a policy briefing): 'Current estimates indicate that approximately four million children in the region experience chronic food insecurity, a figure derived from cross-referenced household survey data collected over the past fiscal year.' (a) Compare the persuasive strategy used in each text to convey the same statistic. (b) Explain why Text E's strategy might be more effective at prompting an immediate emotional response, while Text F's might be more effective at persuading a sceptical, data-focused audience.
[5 marks] · no calculator - 8.
Marking analysis: A learner attempts the following task: “Text E (a charity appeal speech): 'I met a boy last week who has never once slept through the night without hunger waking him. Just one boy. Multiply him by four million, and you have the crisis we are asking you to help solve tonight.' Text F (a policy briefing): 'Current estimates indicate that approximately four million children in the region experience chronic food insecurity, a figure derived from cross-referenced household survey data collected over the past fiscal year.' (a) Compare the persuasive strategy used in each text to convey the same statistic. (b) Explain why Text E's strategy might be more effective at prompting an immediate emotional response, while Text F's might be more effective at persuading a sceptical, data-focused audience.” Their response addresses only this point: “Compares Text E's use of a single, personalised anecdote ('a boy') scaled up to the full statistic, appealing to pathos.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[5 marks] · no calculator - 9.
Text G (a text message): 'hey so sorry but can't make it 2nite, something came up, raincheck?' Text H (a formal email on the same situation): 'Dear Ms. Ahmed, I regret to inform you that I am unable to attend this evening's meeting due to an unforeseen personal matter. I would be grateful for the opportunity to reschedule at your earliest convenience.' (a) Compare the register of the two texts. (b) Explain what the choice of medium (text message versus email) suggests about the writer's assumed relationship with each recipient.
[3 marks] · no calculator - 10.
Marking analysis: A learner attempts the following task: “Text G (a text message): 'hey so sorry but can't make it 2nite, something came up, raincheck?' Text H (a formal email on the same situation): 'Dear Ms. Ahmed, I regret to inform you that I am unable to attend this evening's meeting due to an unforeseen personal matter. I would be grateful for the opportunity to reschedule at your earliest convenience.' (a) Compare the register of the two texts. (b) Explain what the choice of medium (text message versus email) suggests about the writer's assumed relationship with each recipient.” Their response addresses only this point: “Compares Text G's informal register (abbreviations, lowercase, casual phrasing 'raincheck?') with Text H's formal register (full salutation, complete sentences, polite formal phrasing 'I regret to inform you').” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 11.
Text I (a professional film critic's review): 'The film's languid pacing, while initially testing patience, ultimately serves its meditation on grief with quiet precision.' Text J (an amateur online review of the same film): 'ngl this movie was SO SLOW. like nothing happens for an hour. beautiful shots tho, I'll give it that.' (a) Compare how each reviewer establishes their authority or credibility. (b) Explain how each text's register reflects the different platform each was likely written for.
[4 marks] · no calculator - 12.
Marking analysis: A learner attempts the following task: “Text I (a professional film critic's review): 'The film's languid pacing, while initially testing patience, ultimately serves its meditation on grief with quiet precision.' Text J (an amateur online review of the same film): 'ngl this movie was SO SLOW. like nothing happens for an hour. beautiful shots tho, I'll give it that.' (a) Compare how each reviewer establishes their authority or credibility. (b) Explain how each text's register reflects the different platform each was likely written for.” Their response addresses only this point: “Compares Text I's authority, established through sophisticated vocabulary ('languid pacing', 'meditation on grief') and a balanced, considered structure (acknowledging a flaw before praising its purpose).” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 13.
Text K (an opinion column excerpt on traffic congestion): 'Our city's leaders have had a decade to fix this crisis. A decade of promises, a decade of delays, and a decade of gridlock.' Text L (a satirical cartoon caption on the same issue, describing a drawing of a snail overtaking a row of stationary cars): 'Rush hour: still faster on foot.' (a) Compare the persuasive mode used in each text to criticise the same issue. (b) Explain why humour might succeed in reaching an audience that a direct, serious argument like Text K might fail to persuade.
[4 marks] · no calculator - 14.
Marking analysis: A learner attempts the following task: “Text K (an opinion column excerpt on traffic congestion): 'Our city's leaders have had a decade to fix this crisis. A decade of promises, a decade of delays, and a decade of gridlock.' Text L (a satirical cartoon caption on the same issue, describing a drawing of a snail overtaking a row of stationary cars): 'Rush hour: still faster on foot.' (a) Compare the persuasive mode used in each text to criticise the same issue. (b) Explain why humour might succeed in reaching an audience that a direct, serious argument like Text K might fail to persuade.” Their response addresses only this point: “Compares Text K's direct, serious mode, using repetition ('a decade of...') to build a formal, escalating argument about accountability.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 15.
Text M (an advertisement for a luxury watch): 'Time, mastered. Hand-finished in Switzerland by artisans who measure success in decades, not seasons.' Text N (an advertisement for a budget watch): 'Tells time. Doesn't break the bank. What more do you need?' (a) Compare how each advertisement constructs its appeal to a different target audience. (b) Explain how the sentence structure in each text (elaborate versus clipped) reinforces the brand identity being constructed.
[4 marks] · no calculator - 16.
Marking analysis: A learner attempts the following task: “Text M (an advertisement for a luxury watch): 'Time, mastered. Hand-finished in Switzerland by artisans who measure success in decades, not seasons.' Text N (an advertisement for a budget watch): 'Tells time. Doesn't break the bank. What more do you need?' (a) Compare how each advertisement constructs its appeal to a different target audience. (b) Explain how the sentence structure in each text (elaborate versus clipped) reinforces the brand identity being constructed.” Their response addresses only this point: “Compares Text M's appeal to prestige, heritage, and exclusivity ('hand-finished', 'artisans'), targeting an audience motivated by status and craftsmanship.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 17.
Text O (a private diary entry): 'Another sleepless night. I keep replaying the vote in my head, wondering if I said enough, did enough. The city deserved better from me today.' Text P (the public press release issued the same day by the same person, a city council member): 'Today's vote reflects a careful balance of competing community priorities. I remain committed to serving the residents of this district with transparency and diligence.' (a) Compare the emotional honesty of the two texts. (b) Explain why the same person, describing the same event, would choose such different content and tone for a private diary versus a public statement.
[3 marks] · no calculator - 18.
Marking analysis: A learner attempts the following task: “Text O (a private diary entry): 'Another sleepless night. I keep replaying the vote in my head, wondering if I said enough, did enough. The city deserved better from me today.' Text P (the public press release issued the same day by the same person, a city council member): 'Today's vote reflects a careful balance of competing community priorities. I remain committed to serving the residents of this district with transparency and diligence.' (a) Compare the emotional honesty of the two texts. (b) Explain why the same person, describing the same event, would choose such different content and tone for a private diary versus a public statement.” Their response addresses only this point: “Compares Text O's raw emotional honesty, doubt, and vulnerability ('Another sleepless night', 'wondering if I said enough') with Text P's controlled, confident, and carefully neutral public tone.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 19.
Text Q (a report from one news outlet): 'Thousands gathered peacefully today to demand government action on housing costs.' Text R (a report of the same event from a different outlet): 'A large crowd disrupted city-centre traffic for hours today in a protest over housing policy.' (a) Compare the connotations of 'gathered peacefully' versus 'disrupted... traffic'. (b) Explain how each text's choice of what to foreground (the protesters' cause versus the protest's practical impact) reveals a different implicit stance on the event.
[4 marks] · no calculator - 20.
Marking analysis: A learner attempts the following task: “Text Q (a report from one news outlet): 'Thousands gathered peacefully today to demand government action on housing costs.' Text R (a report of the same event from a different outlet): 'A large crowd disrupted city-centre traffic for hours today in a protest over housing policy.' (a) Compare the connotations of 'gathered peacefully' versus 'disrupted... traffic'. (b) Explain how each text's choice of what to foreground (the protesters' cause versus the protest's practical impact) reveals a different implicit stance on the event.” Their response addresses only this point: “Compares the positive, legitimising connotation of 'gathered peacefully' (emphasising order and a valid cause) against the negative, inconveniencing connotation of 'disrupted traffic' (emphasising disorder and public cost).” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 21.
Text S (an instruction manual excerpt for a blender): 'Insert the blade assembly, aligning the tabs with the corresponding slots. Rotate clockwise until a click is heard.' Text T (marketing copy for the same blender): 'Effortless assembly. Because your mornings deserve less fuss and more smoothie.' (a) Compare the purpose of each text. (b) Explain how each text's tone (technical and neutral versus warm and conversational) is suited to its distinct communicative purpose despite describing the same physical action.
[4 marks] · no calculator - 22.
Marking analysis: A learner attempts the following task: “Text S (an instruction manual excerpt for a blender): 'Insert the blade assembly, aligning the tabs with the corresponding slots. Rotate clockwise until a click is heard.' Text T (marketing copy for the same blender): 'Effortless assembly. Because your mornings deserve less fuss and more smoothie.' (a) Compare the purpose of each text. (b) Explain how each text's tone (technical and neutral versus warm and conversational) is suited to its distinct communicative purpose despite describing the same physical action.” Their response addresses only this point: “Compares Text S's instructional purpose (ensuring the user correctly and safely assembles the product) with Text T's persuasive/promotional purpose (making the product feel appealing and desirable).” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 23.
Poem excerpt U: 'The old house stands, its windows dark, / a mouth that no longer speaks, / a heart that no longer beats within these walls of brick.' Poem excerpt V: 'Paint peels like old skin shedding, / but the porch light still burns each evening — / someone, somewhere, still comes home.' (a) Compare the extended metaphors used in each excerpt to personify the house. (b) Compare the overall attitude toward the house (or home) conveyed in each excerpt, supporting your answer with specific word choices.
[5 marks] · no calculator - 24.
Marking analysis: A learner attempts the following task: “Poem excerpt U: 'The old house stands, its windows dark, / a mouth that no longer speaks, / a heart that no longer beats within these walls of brick.' Poem excerpt V: 'Paint peels like old skin shedding, / but the porch light still burns each evening — / someone, somewhere, still comes home.' (a) Compare the extended metaphors used in each excerpt to personify the house. (b) Compare the overall attitude toward the house (or home) conveyed in each excerpt, supporting your answer with specific word choices.” Their response addresses only this point: “Identifies Excerpt U's extended metaphor comparing the house to a dead body (a silent 'mouth' and a stilled 'heart'), personifying it as lifeless.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[5 marks] · no calculator - 25.
Text W (a glowing customer review): 'This blender changed my mornings. Five stars, would buy again in a heartbeat.' Text X (a scathing review of the same product): 'Broke after two weeks. Save your money and buy literally anything else. One star, and that's generous.' (a) Compare the rhetorical strategies each reviewer uses to make their brief review persuasive despite its short length. (b) Explain why the phrase 'and that's generous' in Text X is more persuasive than simply writing 'one star'.
[4 marks] · no calculator - 26.
Marking analysis: A learner attempts the following task: “Text W (a glowing customer review): 'This blender changed my mornings. Five stars, would buy again in a heartbeat.' Text X (a scathing review of the same product): 'Broke after two weeks. Save your money and buy literally anything else. One star, and that's generous.' (a) Compare the rhetorical strategies each reviewer uses to make their brief review persuasive despite its short length. (b) Explain why the phrase 'and that's generous' in Text X is more persuasive than simply writing 'one star'.” Their response addresses only this point: “Compares Text W's use of hyperbolic emotional claims ('changed my mornings') and an emphatic commitment ('in a heartbeat') to persuade briefly but strongly in favour.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 27.
Text Y (an infographic caption): 'Plastic waste: 8 million tonnes enter our oceans every year.' Text Z (the opening of a long-form magazine article using the same statistic): 'Picture eight million tonnes. Now picture it not as a number on a page, but as garbage trucks, one after another, backed up along every coastline on Earth, each one tipping its load into the waves. That is what enters our oceans each year.' (a) Compare how each text presents the identical statistic. (b) Explain which format is likely to make the scale of the problem more comprehensible to a general reader, and why.
[4 marks] · no calculator - 28.
Marking analysis: A learner attempts the following task: “Text Y (an infographic caption): 'Plastic waste: 8 million tonnes enter our oceans every year.' Text Z (the opening of a long-form magazine article using the same statistic): 'Picture eight million tonnes. Now picture it not as a number on a page, but as garbage trucks, one after another, backed up along every coastline on Earth, each one tipping its load into the waves. That is what enters our oceans each year.' (a) Compare how each text presents the identical statistic. (b) Explain which format is likely to make the scale of the problem more comprehensible to a general reader, and why.” Their response addresses only this point: “Compares Text Y's compressed, purely numerical presentation, designed for instant visual scanning.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 29.
Text AA (a generic historical speech excerpt, invented for practice): 'We shall labour, we shall sacrifice, and we shall not falter, for the generations who follow us are watching what we choose to do today.' Text AB (an invented modern social media response quoting it): 'ok but WHO decided "we" get to sacrifice while certain people just... don't? asking for the rest of us 💀'. (a) Compare the rhetorical use of the collective pronoun 'we' in each text. (b) Explain how Text AB's response challenges the assumption embedded in Text AA's use of 'we'.
[4 marks] · no calculator - 30.
Marking analysis: A learner attempts the following task: “Text AA (a generic historical speech excerpt, invented for practice): 'We shall labour, we shall sacrifice, and we shall not falter, for the generations who follow us are watching what we choose to do today.' Text AB (an invented modern social media response quoting it): 'ok but WHO decided "we" get to sacrifice while certain people just... don't? asking for the rest of us 💀'. (a) Compare the rhetorical use of the collective pronoun 'we' in each text. (b) Explain how Text AB's response challenges the assumption embedded in Text AA's use of 'we'.” Their response addresses only this point: “Explains that Text AA's 'we' is used rhetorically to unify the entire audience under a single, shared, noble obligation, assuming the burden of sacrifice is equally distributed.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator