IB · ENG A LANG LIT HL

English A: Language & Literature HL

Non-literary text types and conventions (HL) — HL Paper 1

Name: ____________________Date: October 2, 2026

1.
Text A (a corporate press release): 'We are proud to announce a strategic restructuring that will position the company for long-term success.' Text B (an internal memo leaked to staff): 'Effective Monday, 200 positions will be eliminated. We understand this is difficult news.' Compare how each text's register and word choice construct a different relationship with its respective audience, and explain what the contrast reveals about the gap between public and internal corporate communication.
[4 marks] · no calculator
Marking points
- Explains that Text A uses abstract, positive corporate jargon ('strategic restructuring', 'long-term success') that obscures the human cost of the decision from the public/shareholder audience.
- Explains that Text B uses direct, concrete language ('200 positions will be eliminated') that states the consequence plainly to the internal audience who will be directly affected.
- Compares the two, noting that Text A prioritizes protecting the company's public image, while Text B must at least acknowledge the human impact ('we understand this is difficult') to maintain some trust with affected staff.
- Explains that this contrast reveals a broader pattern in corporate communication: language is calibrated differently depending on whether the audience has power over the company's reputation (the public) or is a consequence of the company's decisions (affected employees).
Examiner tip: When comparing two texts about the same underlying event, always ask what each version chooses to name explicitly and what it chooses to obscure — this gap is often where the most revealing analysis lies.
2.
Marking analysis: A learner attempts the following task: “Text A (a corporate press release): 'We are proud to announce a strategic restructuring that will position the company for long-term success.' Text B (an internal memo leaked to staff): 'Effective Monday, 200 positions will be eliminated. We understand this is difficult news.' Compare how each text's register and word choice construct a different relationship with its respective audience, and explain what the contrast reveals about the gap between public and internal corporate communication.” Their response addresses only this point: “Explains that Text A uses abstract, positive corporate jargon ('strategic restructuring', 'long-term success') that obscures the human cost of the decision from the public/shareholder audience.” 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
Marking points
- Recognises credit for the stated point: Explains that Text A uses abstract, positive corporate jargon ('strategic restructuring', 'long-term success') that obscures the human cost of the decision from the public/shareholder audience.
- Identifies the missing requirement: Explains that Text B uses direct, concrete language ('200 positions will be eliminated') that states the consequence plainly to the internal audience who will be directly affected.
- Identifies the missing requirement: Compares the two, noting that Text A prioritizes protecting the company's public image, while Text B must at least acknowledge the human impact ('we understand this is difficult') to maintain some trust with affected staff.
- Identifies the missing requirement: Explains that this contrast reveals a broader pattern in corporate communication: language is calibrated differently depending on whether the audience has power over the company's reputation (the public) or is a consequence of the company's decisions (affected employees).
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
3.
Text A (a political speech excerpt): 'My fellow citizens, the choice before us has never been clearer.' Text B (a satirical opinion column responding to similar speeches): 'Every politician's speech apparently arrives at the one moment in history when the choice has 'never been clearer' — strange, since the last ten elections all made the same claim.' Explain how Text B uses Text A's own convention (the 'never been clearer' claim) against it, and explain the rhetorical effect of this technique.
[3 marks] · no calculator
Marking points
- Explains that Text B directly quotes the clichéd political phrase ('never been clearer') and then undermines it by pointing out its repeated, formulaic use across many different elections.
- Explains that this technique exposes the convention as an empty rhetorical formula rather than a genuine, specific observation about the current moment, undermining its intended persuasive urgency.
- Explains that the rhetorical effect is to make the reader sceptical of political rhetoric in general, using irony and factual contradiction ('the last ten elections all made the same claim') rather than direct argument to achieve this.
Examiner tip: Satirical texts frequently work by quoting a convention from the genre they are critiquing and then exposing its emptiness through repetition or factual contradiction — always identify the specific quoted convention before analysing how it is subverted.
4.
Marking analysis: A learner attempts the following task: “Text A (a political speech excerpt): 'My fellow citizens, the choice before us has never been clearer.' Text B (a satirical opinion column responding to similar speeches): 'Every politician's speech apparently arrives at the one moment in history when the choice has 'never been clearer' — strange, since the last ten elections all made the same claim.' Explain how Text B uses Text A's own convention (the 'never been clearer' claim) against it, and explain the rhetorical effect of this technique.” Their response addresses only this point: “Explains that Text B directly quotes the clichéd political phrase ('never been clearer') and then undermines it by pointing out its repeated, formulaic use across many different elections.” 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
Marking points
- Recognises credit for the stated point: Explains that Text B directly quotes the clichéd political phrase ('never been clearer') and then undermines it by pointing out its repeated, formulaic use across many different elections.
- Identifies the missing requirement: Explains that this technique exposes the convention as an empty rhetorical formula rather than a genuine, specific observation about the current moment, undermining its intended persuasive urgency.
- Identifies the missing requirement: Explains that the rhetorical effect is to make the reader sceptical of political rhetoric in general, using irony and factual contradiction ('the last ten elections all made the same claim') rather than direct argument to achieve this.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
5.
Text A (an airline safety card instruction): 'In the event of a water landing, your seat cushion may be used as a flotation device.' Text B (a stand-up comedy transcript): 'They tell you your seat cushion floats. Floats! Not 'saves you', not 'definitely works' — just floats. I don't want a maybe. I want a guarantee.' Explain how Text B's comedic technique depends on a close, literal reading of Text A's careful, legally precise language.
[4 marks] · no calculator
Marking points
- Explains that Text A's language is deliberately precise and limited ('may be used as a flotation device') for legal reasons, avoiding any overstated promise of safety.
- Explains that Text B's comedian isolates the single word 'floats' and treats it with exaggerated literalism, deliberately ignoring the practical intent behind the instruction.
- Explains that the humour comes from this exaggerated gap between the technical precision the airline intends (a careful legal disclaimer) and the anxious, literal interpretation the comedian performs (a lack of any real safety guarantee).
- Concludes that this technique works specifically because Text A's careful, hedge-filled register is genre-recognizable, allowing the audience to immediately recognise what is being parodied.
Examiner tip: Comedic and satirical analysis at HL should always identify the precise source convention being parodied (here, cautious legal/safety register) before explaining how literalism or exaggeration creates the comic effect.
6.
Marking analysis: A learner attempts the following task: “Text A (an airline safety card instruction): 'In the event of a water landing, your seat cushion may be used as a flotation device.' Text B (a stand-up comedy transcript): 'They tell you your seat cushion floats. Floats! Not 'saves you', not 'definitely works' — just floats. I don't want a maybe. I want a guarantee.' Explain how Text B's comedic technique depends on a close, literal reading of Text A's careful, legally precise language.” Their response addresses only this point: “Explains that Text A's language is deliberately precise and limited ('may be used as a flotation device') for legal reasons, avoiding any overstated promise of safety.” 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
Marking points
- Recognises credit for the stated point: Explains that Text A's language is deliberately precise and limited ('may be used as a flotation device') for legal reasons, avoiding any overstated promise of safety.
- Identifies the missing requirement: Explains that Text B's comedian isolates the single word 'floats' and treats it with exaggerated literalism, deliberately ignoring the practical intent behind the instruction.
- Identifies the missing requirement: Explains that the humour comes from this exaggerated gap between the technical precision the airline intends (a careful legal disclaimer) and the anxious, literal interpretation the comedian performs (a lack of any real safety guarantee).
- Identifies the missing requirement: Concludes that this technique works specifically because Text A's careful, hedge-filled register is genre-recognizable, allowing the audience to immediately recognise what is being parodied.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
7.
Evaluate the claim that non-literary texts (such as advertisements or political speeches) deserve the same depth of close analysis as literary texts, using a specific example to support your evaluation.
[4 marks] · no calculator
Marking points
- States a clear position on the claim (agreeing, disagreeing, or a qualified middle position).
- Supports the position with a specific example, such as analysing how a political speech's structure, rhetorical devices, and word choice are as deliberately crafted as a poem's, and therefore equally reward close reading.
- Considers a counterargument, such as the view that non-literary texts are typically produced for immediate, practical purposes rather than sustained aesthetic contemplation, which might call for a different (though not necessarily lesser) mode of analysis.
- Reaches a reasoned conclusion that weighs the example and the counterargument, rather than simply asserting a position without engaging with the opposing view.
Examiner tip: An 'evaluate' question always expects genuine engagement with at least one counterargument before reaching a conclusion — a one-sided answer that never considers the opposing view cannot reach the top mark band, however well-written it is.
8.
Marking analysis: A learner attempts the following task: “Evaluate the claim that non-literary texts (such as advertisements or political speeches) deserve the same depth of close analysis as literary texts, using a specific example to support your evaluation.” Their response addresses only this point: “States a clear position on the claim (agreeing, disagreeing, or a qualified middle position).” 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
Marking points
- Recognises credit for the stated point: States a clear position on the claim (agreeing, disagreeing, or a qualified middle position).
- Identifies the missing requirement: Supports the position with a specific example, such as analysing how a political speech's structure, rhetorical devices, and word choice are as deliberately crafted as a poem's, and therefore equally reward close reading.
- Identifies the missing requirement: Considers a counterargument, such as the view that non-literary texts are typically produced for immediate, practical purposes rather than sustained aesthetic contemplation, which might call for a different (though not necessarily lesser) mode of analysis.
- Identifies the missing requirement: Reaches a reasoned conclusion that weighs the example and the counterargument, rather than simply asserting a position without engaging with the opposing view.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
9.
A political cartoon shows a politician drawn with a huge mouth and tiny ears, standing on a platform made of paper promises. Analyse how caricature and symbolism convey the cartoonist's view.
[4 marks] · no calculator
Marking points
- Identifies caricature: exaggerated features (huge mouth, tiny ears) that stand for talking not listening.
- Analyses the platform of paper promises as symbolizing unreliable foundations.
- Analyses how visual exaggeration delivers critique quickly and memorably, relying on shared political conventions.
- Evaluates the persuasive effect and its limits: it entertains and signals stance but is one-sided and simplifies.
Examiner tip: Cartoons argue through visual shorthand; identify the symbol, the meaning and the audience knowledge it assumes.
10.
Marking analysis: A learner attempts the following task: “A political cartoon shows a politician drawn with a huge mouth and tiny ears, standing on a platform made of paper promises. Analyse how caricature and symbolism convey the cartoonist's view.” Their response addresses only this point: “Identifies caricature: exaggerated features (huge mouth, tiny ears) that stand for talking not listening.” 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
Marking points
- Recognises credit for the stated point: Identifies caricature: exaggerated features (huge mouth, tiny ears) that stand for talking not listening.
- Identifies the missing requirement: Analyses the platform of paper promises as symbolizing unreliable foundations.
- Identifies the missing requirement: Analyses how visual exaggeration delivers critique quickly and memorably, relying on shared political conventions.
- Identifies the missing requirement: Evaluates the persuasive effect and its limits: it entertains and signals stance but is one-sided and simplifies.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
11.
Read the original official statement: 'The company is rightsizing its workforce to realign resources.' Explain how euphemism operates and evaluate its effect on the reader.
[4 marks] · no calculator
Marking points
- Identifies 'rightsizing' and 'realign resources' as euphemisms for job cuts.
- Explains that abstract business jargon distances the statement from human consequences.
- Evaluates that the euphemism may soften public reaction but risks seeming evasive.
- Notes that affected readers may recognize the evasion, damaging trust.
Examiner tip: Euphemism is a choice about what to hide; ask who benefits from the softened wording.
12.
Marking analysis: A learner attempts the following task: “Read the original official statement: 'The company is rightsizing its workforce to realign resources.' Explain how euphemism operates and evaluate its effect on the reader.” Their response addresses only this point: “Identifies 'rightsizing' and 'realign resources' as euphemisms for job cuts.” 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
Marking points
- Recognises credit for the stated point: Identifies 'rightsizing' and 'realign resources' as euphemisms for job cuts.
- Identifies the missing requirement: Explains that abstract business jargon distances the statement from human consequences.
- Identifies the missing requirement: Evaluates that the euphemism may soften public reaction but risks seeming evasive.
- Identifies the missing requirement: Notes that affected readers may recognize the evasion, damaging trust.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
13.
A government notice says: 'Residents must register by 1 May. Late applications may be considered.' Explain how modal verbs construct authority and flexibility.
[4 marks] · no calculator
Marking points
- Identifies 'must' as a strong obligation modal conveying non-negotiable authority.
- Identifies 'may' as a weaker modal of possibility that leaves discretion to the authority.
- Explains that the contrast sets a clear rule while avoiding any commitment to leniency.
- Explains the effect on the reader: strong incentive to comply early, with uncertain fallback.
Examiner tip: Modal verbs signal degrees of certainty and obligation; compare the strongest and weakest in the text.
14.
Marking analysis: A learner attempts the following task: “A government notice says: 'Residents must register by 1 May. Late applications may be considered.' Explain how modal verbs construct authority and flexibility.” Their response addresses only this point: “Identifies 'must' as a strong obligation modal conveying non-negotiable authority.” 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
Marking points
- Recognises credit for the stated point: Identifies 'must' as a strong obligation modal conveying non-negotiable authority.
- Identifies the missing requirement: Identifies 'may' as a weaker modal of possibility that leaves discretion to the authority.
- Identifies the missing requirement: Explains that the contrast sets a clear rule while avoiding any commitment to leniency.
- Identifies the missing requirement: Explains the effect on the reader: strong incentive to comply early, with uncertain fallback.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
15.
A public-service announcement says: 'We all share this water. You can protect it.' Explain how pronouns build a relationship with the audience.
[4 marks] · no calculator
Marking points
- Identifies inclusive 'we' creating collective responsibility and solidarity.
- Identifies direct 'you' shifting to personal responsibility and action.
- Explains the movement from collective to individual as turning shared concern into a personal call to action.
- Evaluates that the pairing avoids both blame (by including the speaker) and passivity (by assigning duty).
Examiner tip: Pronouns position the speaker and audience; say what relationship each one creates.
16.
Marking analysis: A learner attempts the following task: “A public-service announcement says: 'We all share this water. You can protect it.' Explain how pronouns build a relationship with the audience.” Their response addresses only this point: “Identifies inclusive 'we' creating collective responsibility and solidarity.” 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
Marking points
- Recognises credit for the stated point: Identifies inclusive 'we' creating collective responsibility and solidarity.
- Identifies the missing requirement: Identifies direct 'you' shifting to personal responsibility and action.
- Identifies the missing requirement: Explains the movement from collective to individual as turning shared concern into a personal call to action.
- Identifies the missing requirement: Evaluates that the pairing avoids both blame (by including the speaker) and passivity (by assigning duty).
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
17.
Two headlines report the same protest: A 'Thousands March for Better Wages' and B 'City Paralysed as Mobs Block Streets'. Compare how word choice constructs different attitudes.
[4 marks] · no calculator
Marking points
- Identifies A's positive framing: 'march' and 'better wages' suggest an orderly, legitimate cause.
- Identifies B's negative framing: 'paralysed', 'mobs' and 'block' suggest disruption and disorder.
- Compares how A foregrounds the protesters' goal while B foregrounds the public cost.
- Evaluates that both are selective, showing that headlines frame events and shape reader sympathy.
Examiner tip: Compare connotations: the same event can be framed as a cause or a nuisance depending on diction.
18.
Marking analysis: A learner attempts the following task: “Two headlines report the same protest: A 'Thousands March for Better Wages' and B 'City Paralysed as Mobs Block Streets'. Compare how word choice constructs different attitudes.” Their response addresses only this point: “Identifies A's positive framing: 'march' and 'better wages' suggest an orderly, legitimate cause.” 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
Marking points
- Recognises credit for the stated point: Identifies A's positive framing: 'march' and 'better wages' suggest an orderly, legitimate cause.
- Identifies the missing requirement: Identifies B's negative framing: 'paralysed', 'mobs' and 'block' suggest disruption and disorder.
- Identifies the missing requirement: Compares how A foregrounds the protesters' goal while B foregrounds the public cost.
- Identifies the missing requirement: Evaluates that both are selective, showing that headlines frame events and shape reader sympathy.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
19.
An advert shows a smiling family around a table above the text: 'Because they deserve it.' Analyse how image and text work together to persuade.
[4 marks] · no calculator
Marking points
- Identifies the image as appealing to emotion through familiar, warm family imagery.
- Analyses that the vague pronoun 'they' lets the image supply meaning, linking the product to love and care.
- Analyses 'deserve' as implying that buying shows commitment or even guilt-based motivation.
- Evaluates that the text is deliberately minimal so the image does the persuasive work.
Examiner tip: In multimodal advertising, ask what the words leave to the image and why.
20.
Marking analysis: A learner attempts the following task: “An advert shows a smiling family around a table above the text: 'Because they deserve it.' Analyse how image and text work together to persuade.” Their response addresses only this point: “Identifies the image as appealing to emotion through familiar, warm family imagery.” 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
Marking points
- Recognises credit for the stated point: Identifies the image as appealing to emotion through familiar, warm family imagery.
- Identifies the missing requirement: Analyses that the vague pronoun 'they' lets the image supply meaning, linking the product to love and care.
- Identifies the missing requirement: Analyses 'deserve' as implying that buying shows commitment or even guilt-based motivation.
- Identifies the missing requirement: Evaluates that the text is deliberately minimal so the image does the persuasive work.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
21.
An opinion piece begins: 'As a paediatric nurse of twenty years, I have seen what rising costs do to families.' Explain how the writer establishes credibility, and evaluate its limits.
[4 marks] · no calculator
Marking points
- Identifies the appeal to ethos through professional experience and the specific length of service.
- Explains that 'I have seen' offers first-hand testimony that makes the claim concrete.
- Evaluates a limit: personal experience is anecdotal and does not itself prove a general pattern.
- Evaluates that the expertise is relevant to child welfare but not necessarily to economic policy.
Examiner tip: Credibility appeals persuade, but critical readers ask whether the writer's expertise matches the claim.
22.
Marking analysis: A learner attempts the following task: “An opinion piece begins: 'As a paediatric nurse of twenty years, I have seen what rising costs do to families.' Explain how the writer establishes credibility, and evaluate its limits.” Their response addresses only this point: “Identifies the appeal to ethos through professional experience and the specific length of service.” 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
Marking points
- Recognises credit for the stated point: Identifies the appeal to ethos through professional experience and the specific length of service.
- Identifies the missing requirement: Explains that 'I have seen' offers first-hand testimony that makes the claim concrete.
- Identifies the missing requirement: Evaluates a limit: personal experience is anecdotal and does not itself prove a general pattern.
- Identifies the missing requirement: Evaluates that the expertise is relevant to child welfare but not necessarily to economic policy.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
23.
A recipe blog places a long personal story before the recipe. Evaluate the purposes this genre convention serves and whom it benefits.
[4 marks] · no calculator
Marking points
- Explains that the narrative builds personal connection and a distinctive voice for the blogger's brand.
- Explains that longer text also supports search visibility and advertising exposure.
- Evaluates the cost to readers seeking the recipe quickly, who may find the story an obstacle.
- Reaches a justified judgement about whose interests the convention primarily serves.
Examiner tip: Genre conventions can serve writers and platforms as much as readers; evaluate for whom a convention works.
24.
Marking analysis: A learner attempts the following task: “A recipe blog places a long personal story before the recipe. Evaluate the purposes this genre convention serves and whom it benefits.” Their response addresses only this point: “Explains that the narrative builds personal connection and a distinctive voice for the blogger's brand.” 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
Marking points
- Recognises credit for the stated point: Explains that the narrative builds personal connection and a distinctive voice for the blogger's brand.
- Identifies the missing requirement: Explains that longer text also supports search visibility and advertising exposure.
- Identifies the missing requirement: Evaluates the cost to readers seeking the recipe quickly, who may find the story an obstacle.
- Identifies the missing requirement: Reaches a justified judgement about whose interests the convention primarily serves.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
25.
A social media caption reads: 'Monday mood: coffee first, questions later ☕ #nofilter #monday'. Analyse how register and hashtags address a specific audience.
[4 marks] · no calculator
Marking points
- Identifies the informal, fragmentary register with an emoji and a shared cultural reference to Monday fatigue.
- Analyses the hashtags as categorizing the post for discovery and signalling belonging to an online community.
- Analyses '#nofilter' as claiming authenticity.
- Evaluates that the shared, relatable humour fosters engagement among peers.
Examiner tip: Digital texts address networked audiences; analyse tags and register as audience signals.
26.
Marking analysis: A learner attempts the following task: “A social media caption reads: 'Monday mood: coffee first, questions later ☕ #nofilter #monday'. Analyse how register and hashtags address a specific audience.” Their response addresses only this point: “Identifies the informal, fragmentary register with an emoji and a shared cultural reference to Monday fatigue.” 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
Marking points
- Recognises credit for the stated point: Identifies the informal, fragmentary register with an emoji and a shared cultural reference to Monday fatigue.
- Identifies the missing requirement: Analyses the hashtags as categorizing the post for discovery and signalling belonging to an online community.
- Identifies the missing requirement: Analyses '#nofilter' as claiming authenticity.
- Identifies the missing requirement: Evaluates that the shared, relatable humour fosters engagement among peers.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
27.
Read the original speech extract: 'Let us stop waiting. Let us stop excusing. Let us start building.' Analyse how anaphora and imperative structure drive the call to action.
[4 marks] · no calculator
Marking points
- Identifies anaphora ('Let us...') and the inclusive hortative imperative.
- Analyses the escalation from negative actions (stop waiting, stop excusing) to the positive 'start building'.
- Analyses the rhythm as building momentum and unity of purpose.
- Evaluates that the structure suits oral delivery and crowd response.
Examiner tip: Speeches use repetition to turn ideas into rhythm; connect the pattern to audience response.
28.
Marking analysis: A learner attempts the following task: “Read the original speech extract: 'Let us stop waiting. Let us stop excusing. Let us start building.' Analyse how anaphora and imperative structure drive the call to action.” Their response addresses only this point: “Identifies anaphora ('Let us...') and the inclusive hortative imperative.” 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
Marking points
- Recognises credit for the stated point: Identifies anaphora ('Let us...') and the inclusive hortative imperative.
- Identifies the missing requirement: Analyses the escalation from negative actions (stop waiting, stop excusing) to the positive 'start building'.
- Identifies the missing requirement: Analyses the rhythm as building momentum and unity of purpose.
- Identifies the missing requirement: Evaluates that the structure suits oral delivery and crowd response.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
29.
Evaluate the claim that completely unbiased news writing is impossible, using one example of how word choice or selection could introduce bias.
[4 marks] · no calculator
Marking points
- States a clear position on the claim.
- Gives a specific example, such as choosing 'regime' versus 'government', or including one source's quotation first.
- Considers a counterargument, such as professional standards, balance and fact-checking reducing bias.
- Reaches a justified conclusion, e.g. bias can be minimized and made transparent but not wholly eliminated.
Examiner tip: An evaluation needs a counterargument; a one-sided answer cannot reach the top band.
30.
Marking analysis: A learner attempts the following task: “Evaluate the claim that completely unbiased news writing is impossible, using one example of how word choice or selection could introduce bias.” Their response addresses only this point: “States a clear position on the claim.” 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
Marking points
- Recognises credit for the stated point: States a clear position on the claim.
- Identifies the missing requirement: Gives a specific example, such as choosing 'regime' versus 'government', or including one source's quotation first.
- Identifies the missing requirement: Considers a counterargument, such as professional standards, balance and fact-checking reducing bias.
- Identifies the missing requirement: Reaches a justified conclusion, e.g. bias can be minimized and made transparent but not wholly eliminated.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.