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suggested merely that technology had made it possible to log on'wherever we are' were concentrating on the universality otechnology rather than the inaccessibility o mountains& and lostthe mark accordingly! '6ural' and 'deserted' were commonincorrect attempts to describe inaccessible areas!

#uestion .In this, the first answer where ' own words' are called for, most candidates

realised that 'consequence' and 'contemplate' were the words that required

substitution. hile the ma!orit" coped with consequence # su$$estin$ '

result' , 'outcome' or effect ' ## 'contemplate' %'consider' or, more simpl"

'thin& about' defeated man", who often rendered it as 'happen' or similar(

man" answers were alon$ these line) 'a result that the" do not wish often toexperience ', which would ha*e scored !ust one of the two mar&s on offer.

Question +

his was a reasonabl" strai$htforward question which could be answered

most simpl" b" liftin$ 24 # ' the efficienc" of their wor& suffers' # but more

e-pensi*e answers such as ' in tr"in$ todo too much at once the" $et thin$s

wron$' were also acceptable. nother commonl" correct answer su$$ested

that ' the" were unable successfull" to do se*eral thin$ at a time'( those who

omitted the word ' successfull"' failed to score the mar& here. Incorrect

answers t"picall" merel" defined 'multi # tas&in$' , without $oin$ on to

anal"se its results.

Question 4

In this quest ion, candidates were required to wei$h up and anal"se line 24 27

and $au$e the author' s distrust of o*er ... quic& responses. orrect

answers included 'he mistrusts answers which are too quic& because the"

lac& carefull" thou$ht ' and 'he thin&s students who answers too quic&l" are

liable to be wron$' or ' are not necessaril" intelli$ent ' . nswers which stated

bald" that these students were wron$ or were 'not intelli$ent' , without the

qualification, failed to score here, as did those who merel" lined lines 24 2

%' peed of thin&in$ . is often confused with intelli$ence itself' without

brin$in$ out the (criticism' which the author is ma&in$ few candidatesthou$ht' , erroneousl", that those who answered quic&l" were either arro$ant

or that the" simpl" pretended to &now the answer when, in fact, the" did not.

n e*en smaller number thou$ht that these students used a computer to

obtain the ri$ht answer quic&l".

he three &e" ideas lie in lines ++# +4. ,t is the '$entler pace' and 'familiar

pattern' which ma&e our ancestors' li*es seems attracti*e, to$ether with lac&

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of 'multi#tas&in$ ' , and candidates could select an" two of these three ideas

to score full mar&s here. owe*er, the" were required to use their own

words, and si3eable minorit" lost mar&s b" rel"in$ on 'pace' and ' pattern ' in

their answers. he best responses showed an understandin$ of the fact that

life was calmer or less hurried and had a fi-ed order or routine. ost of

those who selected the 'multi # tas&in$' option offered the correct

interpretation& that our ancestors were able to concentrate on one thing at a time!

Question 5

his question required *er" careful readin$ and therefore pro*ed to be rather

testin$. nswers were di*ided between those who appreciated that ' sha*in$'

implied 'onl" a little' and those who assumed that !ourne"s b" car must, b"

definition, sha*e a lot of time. he best answers stated succinctl" that the

time sa*ed was so small as to be almost insi$nificant while a few lost the

mar& b" includin$ material from earlier in the sentence and comparin$ thespeed of cars with that of 'ultra # fast, supersonic passen$er aeroplanes. '

6assa$e

Questions 7

ost candidates reco$ni3ed that it was 8an$' s powerful build which made

the coach thin& that he was a 'promisin$ athlete' , owe*er, a si3eable

number went on to add that he could be ' ruthless' or 'determined to win b"

an" means, foul or fair' , which lost them the mar&. ,t is clear from the word

'but' which follows, and the fact that he 'needed a lesson' , that these

characteristics represented a liabilit" rather than a mar& of potential.

Question 9

he essence of the coach ' s lesson is the foul b" hris in retaliation 8an$'s

attempted foul. surprisin$ number of candidates simpl" said that hris

fouled 8an$ stopped him winnin$ the race. he best answers were short and

to the point) 'hris elbowed 8an$ in the stomach for foulin$ him first' or 'he

retaliated to 8an$' s foul b" elbowin$ him in the stomach ' .

Question :

he first mar& a*ailable for this question could be earned either b" pointin$out 8an$' s reali3ation of wh" he had been tau$ht a lesson or his shame at his

actions . and most candidates scored here. he second mar& pro*ed rather

more difficult to attain( it required a description of what those actions were)

i.e. he had tried to foul hris first or he alwa"s been the one who committed

fouls. oo man" answers were too *a$ue, referrin$ to 8an$ 's ' reactions',

'mista&es' or 'cheatin$', thus failin$ to score, while a si$nificant number

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thou$ht, quite wron$l", that he was sorr" he had not won, or that he reali3ed

that he had disappointed his coach and mi$ht therefore not be selected to run

in future.

Question 10

%a he words which led the coach to fear that 8an$ was once a$ain

in the $rip of his 'destructi*e demon ' were mostl" correctl" identified as '

fren3ied ener$"' as the two words, althou$h the question wordin$ clearl" as&ed

for twoseparate words, while a small number offered ' *ictor" as one of the

words.

(b) he &e" elements in the first part of this answer focus on 8an$'s Speed,which was too fast to ta&e the bend safel", while the mar& could be earned b"

pointin$ out another contributor" factor ; that he was on the outside of the

trac& at this point, which made his speed potentiall" e*en more dan$erous.

failure to mention the bend, which was clearl" crucial, denied candidates both

mar&s for this question, thus penali3in$ those who merel" copied the words

'were $oin$ too fast to ta&e it safel"' . minorit" of candidates belie*ed that

8an$ had run outside the trac& rather than on the outside of it.

Question 11

,t was the suddenness or speed of 8an$' s reactions which was su$$ested b"

'!er&ed bac& ' , as the *ast ma!orit" of candidates reco$ni3ed. Incorrect

answers offered '8an$ remembered the lesson which coach had tau$ht him'

or somethin$ while he was runnin$'. without reco$nisin$ the abruptnessinherent in the words.

Question 12

his question was $enerall" not well answered, partl" because the force of

the words 'e-plain full"' were too often not appreciated. he" required

candidates to wei$h up, in the first instance , what it was that 8an$ did to

achie*e ' *ictor" o*er himself i.e. he made sure he did not foul his opponent,

and then $o on to e-plain what made this ' especiall" creditable' . his could

be done in one of two wa"s, either b" pointin$ out that he could ha*e lost the

race or b" a reference to his o*ercomin$ the desire to win at all costs. an"candidates lost mar&s here b" simpl" writin$ that he had o*ercome his

demons' , without e-plainin$ what these ' demons' were, and others lost

precision in referrin$ to 'cheatin$' and ' fair pla"' rather than identif"in$

8an$'s ruthlessness or his propensit" to commit a foul on another runner in

order to win.

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Question 1+

his *ocabular" question was rather different in that, while candidates were,

as usual, required to $i*e s"non"ms for fi*e words selected from the te-t,

this "ear the" were $i*en no choice. hile most were happ" that ' Impact

meant 'effect' or 'influence', 'banished' meant 'eliminated' or ' remo*ed' and

'an$le' meant 'point of *iew' or 'perspecti*e', the other two words causedconsiderable more difficult". '6rimiti*e' was often ta&en, incorrectl", to

mean 'bac&ward' or 'traditional' instead of 'basic' or 'simple' and *er" few

understood the si$nificance of 'effecti*el"'.

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*erbatim the last sentence ( 'odem machiner" has freed people from that

primiti*e e-istence '. 6atentl", without some description of the farmers' lac&

of technolo$", this point made no sense and was not rewarded. he *er" best

candidates wrote ' in releasin$ them from wor&in$ with their hands, or with

primiti*e tools, modem technolo$" had made their li*es much easier ', $ainin$

all three content mar&s a*ailable here. ,npara$raph 7, it was e*ident that some

candidates failed to understand 'tedious', sa"in$ simpl" that wor& in factories

was 'easier'. but most score a mar& for pointin$ out that machines had ta&en o*er

the borin$, monotonous tas& hitherto performed b" human bein$s. an" of the

wea&er candidates resorted to cop"in$ 'dull, repetiti*e tas&s' here, without

attemptin$ to find their own words to describe them. hose who then went on to

quote further # ' the computer... has brou$ht ma!or ad*anta$es in printin$

processes' scored no mar& here for this $enerali3ation because it was the speed

of printin$ which was the point here and lac& of ph"sical wor& in*ol*ed. hose

who merel" referred to 'printin$ machines' rather than 'computer printers' also

denied themsel*es the mar& since printin$ is not a modern phenomenon but has

been in e-istence since the late iddle $es. he final ad*anta$e mentioned in

this para$raph refers to the wa" the motor car has impro*ed !ourne"s b" road,

and man" candidates also pic&ed up a mar& at this point for the innate

disad*anta$e of the motor car # its contribution to pollution . he *er" best

candidates included this, more appositel", with their list of technolo$"'s

disad*anta$es. hose who, in an attempt to a*oid usin$ the word 'car' used '*ehicle '

instead, lost the mar& for precision( 'motor *ehicle ' permissible.

ost candidates made some attempt to use their own words a si$nificant

number mana$ed this *er" effecti*el".