IB · ENG A LANG LIT SL

English A: Language & Literature SL

Non-literary text types and conventions — Paper 1

Name: ____________________Date: October 2, 2026

1.
Read the following original opening of a graduation speech: 'Parents, teachers, and most of all, you — the class who somehow survived my attempts at teaching calculus.' (a) Identify the intended audience(s) of this opening line. (b) Explain the effect of the self-deprecating humour in 'somehow survived my attempts'.
[3 marks] · no calculator
Marking points
- Identifies multiple audiences: parents, teachers, and graduating students, with the direct address ('you') signalling students as the primary audience.
- Explains that self-deprecating humour about the speaker's own teaching immediately establishes a warm, humble, relatable tone rather than a distant, authoritative one.
- Explains that this tone choice is well-suited to a graduation speech's purpose: celebrating the audience and building goodwill, rather than lecturing them one final time.
Examiner tip: Identifying a speech's multiple possible audiences, and which one is being most directly addressed, is often the first analytical step examiners expect before discussing tone or technique.
2.
Marking analysis: A learner attempts the following task: “Read the following original opening of a graduation speech: 'Parents, teachers, and most of all, you — the class who somehow survived my attempts at teaching calculus.' (a) Identify the intended audience(s) of this opening line. (b) Explain the effect of the self-deprecating humour in 'somehow survived my attempts'.” Their response addresses only this point: “Identifies multiple audiences: parents, teachers, and graduating students, with the direct address ('you') signalling students as the primary audience.” 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: Identifies multiple audiences: parents, teachers, and graduating students, with the direct address ('you') signalling students as the primary audience.
- Identifies the missing requirement: Explains that self-deprecating humour about the speaker's own teaching immediately establishes a warm, humble, relatable tone rather than a distant, authoritative one.
- Identifies the missing requirement: Explains that this tone choice is well-suited to a graduation speech's purpose: celebrating the audience and building goodwill, rather than lecturing them one final time.
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.
Read the following original excerpt from a newspaper opinion column: 'Let us be honest: the city council did not simply make a mistake. It made a choice, and that choice tells us exactly who it considers worth protecting — and who it does not.' Explain how the writer uses the contrast between 'mistake' and 'choice' to persuade the reader of a particular viewpoint.
[3 marks] · no calculator
Marking points
- Explains that 'mistake' implies an unintentional, forgivable error, while 'choice' implies deliberate intention and therefore moral responsibility.
- Explains that by explicitly rejecting the more forgiving label ('did not simply make a mistake') and replacing it with the harsher one, the writer removes any excuse for the council's action before the reader can consider it.
- Explains that this framing persuades the reader to view the council's action as revealing of its underlying values and priorities, rather than as a one-off, excusable error, strengthening the writer's critical argument.
Examiner tip: Opinion writers often pre-empt and explicitly reject a more generous interpretation of events before offering their own harsher framing — identifying this rhetorical move ('not X, but Y') is a reliable way to locate the argument's persuasive core.
4.
Marking analysis: A learner attempts the following task: “Read the following original excerpt from a newspaper opinion column: 'Let us be honest: the city council did not simply make a mistake. It made a choice, and that choice tells us exactly who it considers worth protecting — and who it does not.' Explain how the writer uses the contrast between 'mistake' and 'choice' to persuade the reader of a particular viewpoint.” Their response addresses only this point: “Explains that 'mistake' implies an unintentional, forgivable error, while 'choice' implies deliberate intention and therefore moral responsibility.” 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 'mistake' implies an unintentional, forgivable error, while 'choice' implies deliberate intention and therefore moral responsibility.
- Identifies the missing requirement: Explains that by explicitly rejecting the more forgiving label ('did not simply make a mistake') and replacing it with the harsher one, the writer removes any excuse for the council's action before the reader can consider it.
- Identifies the missing requirement: Explains that this framing persuades the reader to view the council's action as revealing of its underlying values and priorities, rather than as a one-off, excusable error, strengthening the writer's critical argument.
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.
Read the following original excerpt from an infographic caption accompanying a bar chart: 'One in three. That's how many of your neighbours go without this basic service.' (a) Identify the genre convention being used by pairing a statistic with direct address ('your neighbours'). (b) Explain why this combination is more persuasive to a general audience than presenting the statistic alone.
[3 marks] · no calculator
Marking points
- Identifies the convention as combining statistical/factual evidence (ethos/logos) with direct, personalized address (pathos) — a common technique in infographics and public awareness campaigns.
- Explains that an abstract statistic ('one in three') can feel distant or easy to dismiss, whereas 'your neighbours' makes the statistic personally relevant and emotionally immediate to the specific reader.
- Explains that this combination of logical evidence and emotional relevance is more likely to prompt the reader to care about or act on the issue than either element alone.
Examiner tip: Public information and awareness texts frequently combine statistical evidence with personalized, direct address — naming both the logos (statistic) and pathos (personal address) elements explicitly strengthens an analysis of persuasive technique.
6.
Marking analysis: A learner attempts the following task: “Read the following original excerpt from an infographic caption accompanying a bar chart: 'One in three. That's how many of your neighbours go without this basic service.' (a) Identify the genre convention being used by pairing a statistic with direct address ('your neighbours'). (b) Explain why this combination is more persuasive to a general audience than presenting the statistic alone.” Their response addresses only this point: “Identifies the convention as combining statistical/factual evidence (ethos/logos) with direct, personalized address (pathos) — a common technique in infographics and public awareness campaigns.” 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: Identifies the convention as combining statistical/factual evidence (ethos/logos) with direct, personalized address (pathos) — a common technique in infographics and public awareness campaigns.
- Identifies the missing requirement: Explains that an abstract statistic ('one in three') can feel distant or easy to dismiss, whereas 'your neighbours' makes the statistic personally relevant and emotionally immediate to the specific reader.
- Identifies the missing requirement: Explains that this combination of logical evidence and emotional relevance is more likely to prompt the reader to care about or act on the issue than either element alone.
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.
Read the following original excerpt from a formal letter of complaint: 'I am writing to formally request a full refund, as the product failed to meet the standard described in your advertising.' Identify two features of formal register in this sentence, with supporting evidence from the text.
[2 marks] · no calculator
Marking points
- Identifies the formal opening formula 'I am writing to...' as a conventional, impersonal way to state the letter's purpose, typical of formal correspondence.
- Identifies precise, formal word choice such as 'formally request' and 'failed to meet the standard', which avoids casual or emotional language in favour of measured, professional phrasing.
Examiner tip: When identifying register features, always quote the exact word or phrase rather than describing the register only in general terms like 'it sounds formal' — specific evidence is what earns marks.
8.
Marking analysis: A learner attempts the following task: “Read the following original excerpt from a formal letter of complaint: 'I am writing to formally request a full refund, as the product failed to meet the standard described in your advertising.' Identify two features of formal register in this sentence, with supporting evidence from the text.” Their response addresses only this point: “Identifies the formal opening formula 'I am writing to...' as a conventional, impersonal way to state the letter's purpose, typical of formal correspondence.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator
Marking points
- Recognises credit for the stated point: Identifies the formal opening formula 'I am writing to...' as a conventional, impersonal way to state the letter's purpose, typical of formal correspondence.
- Identifies the missing requirement: Identifies precise, formal word choice such as 'formally request' and 'failed to meet the standard', which avoids casual or emotional language in favour of measured, professional phrasing.
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.
Read the following original excerpt from a product review blog post: 'Look, I wanted to love this blender. I really did. But after three smoothies and one very concerning smell, I have questions.' (a) Identify the register used in this excerpt. (b) Explain how this register choice is suited to the blog's likely audience and purpose.
[3 marks] · no calculator
Marking points
- Identifies the register as informal/conversational, evidenced by features such as the direct address 'Look', short emphatic sentences ('I really did'), and casual understatement ('I have questions').
- Explains that this conversational register builds a sense of trust and relatability with an online audience seeking an honest, peer-like opinion rather than a formal, corporate-sounding review.
- Explains that the humorous understatement ('I have questions' instead of directly criticizing the product) makes the criticism feel more balanced and credible, rather than like an angry rant.
Examiner tip: Register is always a deliberate choice matched to audience expectations — a blog reviewer choosing informal, humorous language is making a calculated decision to seem more trustworthy and relatable than a stiff, formal tone would allow.
10.
Marking analysis: A learner attempts the following task: “Read the following original excerpt from a product review blog post: 'Look, I wanted to love this blender. I really did. But after three smoothies and one very concerning smell, I have questions.' (a) Identify the register used in this excerpt. (b) Explain how this register choice is suited to the blog's likely audience and purpose.” Their response addresses only this point: “Identifies the register as informal/conversational, evidenced by features such as the direct address 'Look', short emphatic sentences ('I really did'), and casual understatement ('I have questions').” 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: Identifies the register as informal/conversational, evidenced by features such as the direct address 'Look', short emphatic sentences ('I really did'), and casual understatement ('I have questions').
- Identifies the missing requirement: Explains that this conversational register builds a sense of trust and relatability with an online audience seeking an honest, peer-like opinion rather than a formal, corporate-sounding review.
- Identifies the missing requirement: Explains that the humorous understatement ('I have questions' instead of directly criticizing the product) makes the criticism feel more balanced and credible, rather than like an angry rant.
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 following original excerpt from a charity's fundraising letter: 'You could close this letter now. Many will. But if you read just one more paragraph, you will meet Amara, and you will understand why we cannot stop.' Explain how the writer uses the technique of directly addressing the reader's likely behaviour ('You could close this letter now') to increase the persuasive power of the appeal.
[3 marks] · no calculator
Marking points
- Explains that naming the reader's likely dismissive action directly and honestly ('You could close this letter now') disarms resistance by acknowledging it openly, rather than pretending the reader is fully engaged.
- Explains that this honesty builds credibility and curiosity, making the reader more likely to continue reading out of a sense of being respected or challenged, rather than lectured at.
- Explains that the subsequent promise ('you will meet Amara') creates a specific, personal incentive to continue, shifting the appeal from abstract charity to an individual human story.
Examiner tip: Directly naming a reader's likely resistance before making an appeal is a sophisticated persuasive technique ('prolepsis') — it works precisely because it feels more honest and less manipulative than a conventional opening.
12.
Marking analysis: A learner attempts the following task: “Read the following original excerpt from a charity's fundraising letter: 'You could close this letter now. Many will. But if you read just one more paragraph, you will meet Amara, and you will understand why we cannot stop.' Explain how the writer uses the technique of directly addressing the reader's likely behaviour ('You could close this letter now') to increase the persuasive power of the appeal.” Their response addresses only this point: “Explains that naming the reader's likely dismissive action directly and honestly ('You could close this letter now') disarms resistance by acknowledging it openly, rather than pretending the reader is fully engaged.” 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 naming the reader's likely dismissive action directly and honestly ('You could close this letter now') disarms resistance by acknowledging it openly, rather than pretending the reader is fully engaged.
- Identifies the missing requirement: Explains that this honesty builds credibility and curiosity, making the reader more likely to continue reading out of a sense of being respected or challenged, rather than lectured at.
- Identifies the missing requirement: Explains that the subsequent promise ('you will meet Amara') creates a specific, personal incentive to continue, shifting the appeal from abstract charity to an individual human story.
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.
Read the original advertisement line: 'Why settle for ordinary?' (a) Identify the device. (b) Explain its persuasive effect.
[3 marks] · no calculator
Marking points
- Identifies a rhetorical question.
- Explains that the question invites the reader to answer silently, implying there is no good reason to choose the ordinary.
- Explains that 'settle' presents the ordinary as a compromise, making the advertised product seem the aspirational choice.
Examiner tip: Rhetorical questions persuade by steering the reader toward the writer's preferred answer.
14.
Marking analysis: A learner attempts the following task: “Read the original advertisement line: 'Why settle for ordinary?' (a) Identify the device. (b) Explain its persuasive effect.” Their response addresses only this point: “Identifies a rhetorical question.” 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: Identifies a rhetorical question.
- Identifies the missing requirement: Explains that the question invites the reader to answer silently, implying there is no good reason to choose the ordinary.
- Identifies the missing requirement: Explains that 'settle' presents the ordinary as a compromise, making the advertised product seem the aspirational choice.
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.
Read the original charity appeal: 'Every night, innocent children shiver in unheated shelters. Your gift could end this heartbreak.' Explain how emotive language is used to persuade.
[3 marks] · no calculator
Marking points
- Identifies emotive words such as 'innocent', 'shiver' and 'heartbreak' that evoke sympathy.
- Explains that 'innocent children' makes the victims blameless, strengthening the reader's moral duty to help.
- Explains that 'Your gift could end' gives the reader personal power, turning pity into action.
Examiner tip: Quote the emotive words and explain which emotion each triggers and how that leads to the desired action.
16.
Marking analysis: A learner attempts the following task: “Read the original charity appeal: 'Every night, innocent children shiver in unheated shelters. Your gift could end this heartbreak.' Explain how emotive language is used to persuade.” Their response addresses only this point: “Identifies emotive words such as 'innocent', 'shiver' and 'heartbreak' that evoke sympathy.” 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: Identifies emotive words such as 'innocent', 'shiver' and 'heartbreak' that evoke sympathy.
- Identifies the missing requirement: Explains that 'innocent children' makes the victims blameless, strengthening the reader's moral duty to help.
- Identifies the missing requirement: Explains that 'Your gift could end' gives the reader personal power, turning pity into action.
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.
Read the original speech line: 'We will rebuild, we will recover, and we will remember.' Explain the effect of the rule of three and the repeated structure.
[3 marks] · no calculator
Marking points
- Identifies the rule of three (a list of three) and the parallel structure 'we will...'.
- Explains that the rhythm is memorable and sounds confident and complete, suited to oral delivery.
- Explains that the progression from practical (rebuild) to emotional (remember) builds a sense of unity and resolve.
Examiner tip: Speeches are written for the ear, so comment on rhythm and memorability as well as meaning.
18.
Marking analysis: A learner attempts the following task: “Read the original speech line: 'We will rebuild, we will recover, and we will remember.' Explain the effect of the rule of three and the repeated structure.” Their response addresses only this point: “Identifies the rule of three (a list of three) and the parallel structure 'we will...'.” 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: Identifies the rule of three (a list of three) and the parallel structure 'we will...'.
- Identifies the missing requirement: Explains that the rhythm is memorable and sounds confident and complete, suited to oral delivery.
- Identifies the missing requirement: Explains that the progression from practical (rebuild) to emotional (remember) builds a sense of unity and resolve.
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.
Read the original newspaper headline for an article about a bakery's record sales: 'Flour Power: Local Bakery Rises to the Occasion'. Explain how wordplay is used and why headlines favour it.
[3 marks] · no calculator
Marking points
- Identifies the puns: 'Flour Power' echoing 'flower power' and 'rises' playing on both bread rising and succeeding.
- Explains that the wordplay is witty and signals a light, positive tone.
- Explains that headlines use such devices to grab attention and be memorable in very limited space.
Examiner tip: Link wordplay to the genre's purpose: headlines must attract readers quickly.
20.
Marking analysis: A learner attempts the following task: “Read the original newspaper headline for an article about a bakery's record sales: 'Flour Power: Local Bakery Rises to the Occasion'. Explain how wordplay is used and why headlines favour it.” Their response addresses only this point: “Identifies the puns: 'Flour Power' echoing 'flower power' and 'rises' playing on both bread rising and succeeding.” 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: Identifies the puns: 'Flour Power' echoing 'flower power' and 'rises' playing on both bread rising and succeeding.
- Identifies the missing requirement: Explains that the wordplay is witty and signals a light, positive tone.
- Identifies the missing requirement: Explains that headlines use such devices to grab attention and be memorable in very limited space.
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.
A health leaflet states: 'Nine out of ten doctors agree: daily exercise protects your heart.' Explain how this sentence tries to persuade, and one reason a reader might still question it.
[3 marks] · no calculator
Marking points
- Explains that the statistic and the appeal to expert authority create credibility and consensus.
- Explains that 'protects your heart' addresses the reader directly with a personal benefit.
- States a reason for doubt, such as no source, sample size or definition of 'agree' being given.
Examiner tip: Evaluate evidence as well as identifying it: statistics persuade, but unsourced ones can be challenged.
22.
Marking analysis: A learner attempts the following task: “A health leaflet states: 'Nine out of ten doctors agree: daily exercise protects your heart.' Explain how this sentence tries to persuade, and one reason a reader might still question it.” Their response addresses only this point: “Explains that the statistic and the appeal to expert authority create credibility and consensus.” 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 the statistic and the appeal to expert authority create credibility and consensus.
- Identifies the missing requirement: Explains that 'protects your heart' addresses the reader directly with a personal benefit.
- Identifies the missing requirement: States a reason for doubt, such as no source, sample size or definition of 'agree' being given.
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 safety poster shows the single word 'DANGER' in huge bold white capitals on a red background, with small black instructions below. Explain how visual choices communicate the message.
[3 marks] · no calculator
Marking points
- Explains that red is conventionally associated with warning and urgency, and the high contrast with white makes the word stand out.
- Explains that the large bold capitals create hierarchy, so the warning is read before the detail.
- Explains that the small instructions below give practical guidance only after the reader's attention has been captured.
Examiner tip: In multimodal texts, treat colour, size and layout as deliberate choices linked to purpose and audience.
24.
Marking analysis: A learner attempts the following task: “A safety poster shows the single word 'DANGER' in huge bold white capitals on a red background, with small black instructions below. Explain how visual choices communicate the message.” Their response addresses only this point: “Explains that red is conventionally associated with warning and urgency, and the high contrast with white makes the word stand out.” 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 red is conventionally associated with warning and urgency, and the high contrast with white makes the word stand out.
- Identifies the missing requirement: Explains that the large bold capitals create hierarchy, so the warning is read before the detail.
- Identifies the missing requirement: Explains that the small instructions below give practical guidance only after the reader's attention has been captured.
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 newspaper column opens: 'Last Tuesday, my daughter asked why the bus no longer comes to our village. I had no answer.' Explain why a writer might begin an opinion piece with a personal anecdote.
[3 marks] · no calculator
Marking points
- Explains that a personal story humanizes the issue and creates empathy and a sense of authenticity.
- Explains that a specific, everyday example makes an abstract policy problem concrete and relatable.
- Explains that it draws the reader in and sets up the writer's later argument about public transport.
Examiner tip: Anecdotes build pathos and credibility; say what the specific detail makes the reader feel.
26.
Marking analysis: A learner attempts the following task: “A newspaper column opens: 'Last Tuesday, my daughter asked why the bus no longer comes to our village. I had no answer.' Explain why a writer might begin an opinion piece with a personal anecdote.” Their response addresses only this point: “Explains that a personal story humanizes the issue and creates empathy and a sense of authenticity.” 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 a personal story humanizes the issue and creates empathy and a sense of authenticity.
- Identifies the missing requirement: Explains that a specific, everyday example makes an abstract policy problem concrete and relatable.
- Identifies the missing requirement: Explains that it draws the reader in and sets up the writer's later argument about public transport.
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.
Compare the register of 'Dear Dr Hassan, I would be grateful if you could extend the deadline' with 'Hey Sam, can you give me more time?' Identify two language features that create the difference.
[3 marks] · no calculator
Marking points
- Identifies formal features in the first text such as the title and surname, the conditional polite phrasing and longer, complex syntax.
- Identifies informal features in the second such as the casual greeting, first name and direct short question.
- Explains that register is chosen to match the relationship and context (respect for authority versus friendly equality).
Examiner tip: Tie each register feature to the relationship between writer and audience.
28.
Marking analysis: A learner attempts the following task: “Compare the register of 'Dear Dr Hassan, I would be grateful if you could extend the deadline' with 'Hey Sam, can you give me more time?' Identify two language features that create the difference.” Their response addresses only this point: “Identifies formal features in the first text such as the title and surname, the conditional polite phrasing and longer, complex syntax.” 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: Identifies formal features in the first text such as the title and surname, the conditional polite phrasing and longer, complex syntax.
- Identifies the missing requirement: Identifies informal features in the second such as the casual greeting, first name and direct short question.
- Identifies the missing requirement: Explains that register is chosen to match the relationship and context (respect for authority versus friendly equality).
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.
A travel brochure claims: 'The most breathtaking beach on Earth awaits you.' Identify the device and explain its effect on the reader.
[3 marks] · no calculator
Marking points
- Identifies hyperbole (and a superlative) that makes an unprovable claim.
- Explains that it creates excitement and aspiration, presenting the destination as unique.
- Explains that 'awaits you' personalizes the promise, though the exaggeration may make a sceptical reader doubt the claim.
Examiner tip: Promotional hyperbole persuades emotionally but is not evidence; note both effect and limitation.
30.
Marking analysis: A learner attempts the following task: “A travel brochure claims: 'The most breathtaking beach on Earth awaits you.' Identify the device and explain its effect on the reader.” Their response addresses only this point: “Identifies hyperbole (and a superlative) that makes an unprovable claim.” 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: Identifies hyperbole (and a superlative) that makes an unprovable claim.
- Identifies the missing requirement: Explains that it creates excitement and aspiration, presenting the destination as unique.
- Identifies the missing requirement: Explains that 'awaits you' personalizes the promise, though the exaggeration may make a sceptical reader doubt the claim.
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.