Language revision

Tuesday 6 th June Paper 1: Fiction and Imaginative Writing1 hour 45 mins

Section A: ReadingQ1 – Finding a quote (5 mins)Q2 – Making an inference (5 mins)Q3 – Analysing language and structure (20 mins)Q4 – Evaluation (30mins)Section B: WritingImaginative writing (45 mins)

Monday 12 th June Paper 2: Non-fiction and Transactional Writing2 hours

Section A: ReadingQ1 – Finding a quote (2 mins)Q2 – Finding a quote and analysing language (4 mins)Q3 – Analysing language and structure to interest and engage (15 mins)Q4 – Finding a quote (2 mins)Q5 – Finding a quote and analysing language (4 mins)Q6 – Evaluation (20 mins)Q7a – Comparison – similarities (10 mins)Q7b – Comparison – similarities and differences (20 mins)Section B: WritingTransactional Writing (40 mins)

In the second exam, you have to complete two sections:

Section A: Reading. You will need to read two 20th/21st century non-fiction texts and answer seven questions. Questions 1-3 are on text one and will ask to you find quotations and analyse the language and structure. Questions 4-6 are on text two and will ask you to find quotations, analyse language and evaluate the writer’s construction of the text. Questions 7a and 7b will ask you to compare the two texts (7a – the similarities and 7b – both the similarities and differences).

Section B: Writing. You will need to choose one of two questions and construct a transactional piece of writing.

Section A: Reading

Question One

1. Underline the line reference.2. Box out the lines on the text.3. Re-read the question, identifying the focus.4. Highlight everything that is relevant to the question.5. Choose two phrases or sentences and copy these directly using quotation marks.

Step One: Underline the line reference

Step Two: Box out the lines on the text. Anything outside of these lines is not significant.

Step Three: Re-read the question, identifying the focus.

Step Four: Highlight everything that is relevant to the question.

Step Five: Choose two phrases or sentences and copy these directly using quotation marks.

Question 2

1. Underline the line reference.2. Box out the lines on the text.3. Re-read the question, identifying the focus.4. Highlight everything that is relevant to the question.5. Choose one phrase or sentence and copy this directly using quotation marks.6. Identify the key word in the sentence using the correct terminology or a language

technique that has been used.

‘Motivated problem-solvers’

Resilient – ‘Up to 80 per cent of applicants fail the application form.

Step One: Underline the line reference.

Step Two: Box out the lines on the text.

Step Three: Re-read the question, identifying the focus.

Step Four: Highlight everything that is relevant to the question.

Step Five: Choose one phrase or sentence and copy this directly using quotation marks.

Step Six: Identify the key word in the sentence using the correct terminology or a language technique that has been used.

‘Tiptoed into the modern world’

Question 3

The first thing to remember about this question is that it doesn’t actually change. The question remains the same.

Before you begin the process, you must be clear on two things. Firstly, the distinction between ‘interest’ and ‘engage’.

To interest the readers means to capture their attention at the start of the text – what does the writer do to hook them in?

To engage means to keep them reading – what does the writer do to ensure the reader reads the whole text?

Secondly, you must know the following techniques. If you know the following techniques, you will be able to analyse the text you have been given.

‘Tiptoed into the modern world’

The verb ‘tiptoed’ suggests that despite the process being slow the recruitment process has finally changed. The use of the adjective ‘modern’ suggests the agency have widen the way in which they try to recruit people including more up-to-date methods such as technology.

Language StructureNoun – a person, place or thingAbstract nouns - feelingsVerb – an action or a stateAdjective – a describing word (describes the noun)Adverb – a describing word (describes the verb)Facts and statistics – numbers to provide convincing informationAnecdotes – little stories to illustrate a pointTone – formal? Informal? Humorous? Colloquial? Sarcastic?

Short sentenceMulti clause sentence – a sentence containing lots and lots of clauses to build up detailsDeclarative sentence – a statementExclamatory sentence – a sentence ending in an exclamation (use of exclamation mark)Interrogative sentence – a questionImperative – a commandOpenings versus ending – has the argument shifted?Contrasts – in tone, in ideas, in arguments

1. Read the opening paragraph.2. Highlight any words or structural elements that capture your interest or you think

might have been constructed to capture the interest of the reader.3. Look through your highlights and focus in on how language techniques and structural

techniques have been used to capture your interest. Annotate these in the margin using correct subject terminology.

4. Construct two paragraphs (following the TEEE structure: Technique, Example, Explanation, Effect) about how your interest has been captured, analysing the use of language in one paragraph and the use of structural techniques in the other.

5. Read the rest of the text.6. Highlight any words or structural elements that you think have been crafted to keep

the reader’s interest peaked and engaged with the rest of the text.7. Annotate the techniques in the margin using the correct subject terminology.8. Construct two paragraphs (following the TEEE structure: Technique, Example,

Explanation, Effect) about how you have been kept engaged, analysing the use of language in one paragraph and the use of structural techniques in the other.

Step One: Read the opening paragraph/s

Step Two: Highlight any words or structural elements that capture your interest or you think might have been constructed to capture the interest of the reader.

Step Three: Look through your highlights and focus in on how language techniques and structural techniques have been used to capture your interest. Annotate these in the margin using correct subject terminology.

Step Four: Construct two paragraphs (following the TEEE structure: Technique, Example, Explanation, Effect) about how your interest has been captured, analysing the use of language in one paragraph and the use of structural techniques in the other.

An exclamatory sentence ‘Psst!’ has been used to peak the interest of the reader. The word ‘Psst!’ combined with the exclamation mark is an utterance that is regularly used to capture people’s attention. However, its use here, not only seeks to capture the reader’s attention but also helps to reinforce the subject matter of the article which is on recruitment to MI6, which is an organisation based on secrecy and the ability to be diplomatic. Immediately following this is a rhetorical question ‘Want to join MI6?’ which is although seen as a direct appeal to the reader in an attempt to get them to consider whether they might be interested in joining the profession is actually slightly misleading as the article is about the changing process of recruitment.

The use of proper nouns such as ‘Oxford’ and ‘Cambridge’ helps to present the recruitment process in years gone by. The reference is made to students who have attended Oxford or University, which are known to be two of the best universities in the country. The use of these proper nouns imply to the reader that in years gone by the recruitment process was selective and agents of a particular calibre were targeted by those recruiting. However, the use of the adjective ‘crumpled’ ,which means creased or folded up, later on to describe an agent gains our interest because this contrasts directly with the calibre of candidates selected earlier on the text and the images provided of them. Therefore, the readers question how the recruitment process has changed or whether the drive to recruit presents the reality of life as an agent.

Exclamatory sentence – captures attention. ‘Psst’ = secretive manner as though capturing only your attention and ties in with focus of text.

Rhetorical question – direct appeal, getting reader to consider whether MI6 is for them.

Sibilance / past tense – hint that recruitment has changed. Sibilance emphasises slick nature of recruitment previously. Adjectives – subtle – effect = targeted recruitment and understated

Proper Nouns – Oxford / Cambridge – selective recruitment process.

Noun phrase – ‘talent spotter’ – people didn’t apply, they were chosen previously. Parenthesis and repetition –

‘right school, right family’ – implying recruitment process was focused on a particular calibre of person

Discourse marker – fast-forward three years – to suggest how things might have changed.

Adjective – ‘crumpled’ – contrast to image of ‘Oxford’ and ‘Cambridge’ and ‘crumpets’. Gets my interest peaked – reality or change?

Proper nouns – Lisbon and Czech – exotic locations which might appeal for someone who likes to travel.

Step Five: Read the rest of the text.

c

Step Six: Highlight any words or structural elements that you think have been crafted to keep the reader’s interest peaked and engage them with the rest of the text.

Step Seven: Annotate the techniques in the margin using the correct subject terminology.

Step Eight: Construct a minimum of two paragraphs (following the TEEE structure: Technique, Example, Explanation, Effect ) about how you have been kept engaged, analysing the use of language in one paragraph and the use of structural techniques in the other.

A humorous tone is used by the writer ‘Not just bluestockings; but the kind who know what to do with scatter cushions’ to describe who they feel can apply to be a MI6 agent. The use of humour is an attempt by the writer to dispel the myth about who can and can’t join MI6 and provides a contrasting image from the opening paragraphs where references to ‘Oxford’ and ‘Cambridge’ are made. Furthermore, anecdotes have been used to reveal to the reader that a MI6 agent can also lead a normal life when the writer states ‘But I do get to drop my daughter at nursery and pick her up’ which implies that whilst the life of a spy

SIS personified – reluctance or desire to come into modern world quietly / without fuss

Colloquial tone / humour to strengthen rapport with the reader.

Humour – dispel previous myths about who can / can’t join MI6.

Anecdotes – insight into what it is like but contrasts life as a spy with normality and routine

Proper nouns – ‘Africa’ and ‘Middle East’ – exotic foreign travel contrasted with family life

Short sentences – ‘That increasingly means.. / There is a demand…’ conversational tone / as though writer is talking to the reader and telling them a secret about the types of people being recruited.

Structure surprises – contrasts ideas about spies with reality

Short sentences – emphasising how difficult the application process is.

Repetition of % and ‘half’ suggests how hard it is to be selected and contrasts with idea of it being open and friendly from earlier in the text.

sounds enticing and exciting, it doesn’t mean that aspects of your normal life have to be forgotten which would appeal to many.

Short sentences have been used to convey how that whilst anyone can apply, the process is rigorous. This is evidenced in the sentence ‘Up to 80% of applicants fail the application form’ and ‘Five per cent of applicants fail personal vetting’ which suggests that there are a number of hurdles applicants must cross. The use of these short sentences bluntly imply that whilst the field of applicants is broader it is still an incredibly difficult and rigorous process to go through. This is coupled with the repetition of ‘half’ in the sentences ‘Half the applicants selected for first interview fall at that hurdle and half the remainder fail the second interview’ which informs the reader that many people fail the application process. The use of the repetition here, contrasts the idea of MI6 being open and friendly from earlier in the text and reinforces the complexity of the application process.

On the next page you will find further examples of responses to this question with the examiner’s feedback.

Exemplar One

Exemplar Two

Question 4 6. Underline the line reference.7. Box out the lines on the text.8. Re-read the question, identifying the focus.9. Highlight everything that is relevant to the question.10.Choose one phrase or sentence and copy this directly using quotation marks.

1. Step 1 – Underline the line reference of the question

2. Step 2 - Box out the lines on the text.

3. Step 3 - Re-read the question, identifying the focus.

4. Step 4 - Highlight everything that is relevant to the question.

5. Choose one phrase or sentence and copy this directly using quotation marks.

‘the practical absence of summer’

Question 5

Before you begin practising for this question, you must know the following techniques. If you know the following techniques, you will be able to analyse the text you have been given.

LanguageNoun – a person, place or thingAbstract nouns - feelingsVerb – an action or a stateAdjective – a describing word (describes the noun)Adverb – a describing word (describes the verb)

Steps:1. Underline the line reference2. Box out the lines on the text.3. Re-read the question, identifying the

focus.4. Highlight everything in the passage

that tells you something about the question’s key focus.

5. Identify what language is used and how it creates an effect.

6. Choose one phrase or sentence and copy this directly using quotation marks.

7. Explain the effect of the technique/phrase

1. Step 1 – Underline the line reference.

2. Step 2 – Box out the lines on the text.

3. Step 3 – Re-read the question, identifying the focus.

4. Step 4 – Highlight everything in the passage that tells you something about the question’s key focus. Identify how the language used is

5. Step 5 – Identify what language is used and how it creates an effect.

6. Steps 6&7 – Choose one phrase or sentence and copy this directly using quotation marks. Explain the effect of the technique/phrase.

Question 6

FOR GRADES 5-91. Underline the focus of the question. Q6 will always ask you to ‘evaluate how

successfully this is achieved’.2. Re-read the extract and highlight the key information/phrases in each paragraph3. For each key phrase, explain the effect on the reader and of the writer (in note form)4. Write up your answer in full sentences. Include evaluative language.

FOR GRADES 1-41. Underline the focus of the question. Q6 will always ask you to ‘evaluate how

successfully this is achieved’.2. Re-read the extract and highlight the key information/phrases in each paragraph3. For each key phrase, explain/explore what the quote suggests.4. Write up your answer in full sentences. Include evaluative language if you can.

Exact temperature. Emphasises how cold it was.

Using the adjectives ‘old’ and ‘young’ suggests that the ice packs keep on

growing and expanding

1. Step 1 – Underline the focus of the question. Q6 will always ask you to ‘evaluate how successfully this is achieved’.

2. Step 2 – Re-read the extract and highlight the key information/phrases in each paragraph (try and summarise the whole paragraph using one or two phrases)

3. Step 3 – For each key phrase, explain the effect on the reader/of the writer (in note form)

4. Step 4 – Write up your answer in full sentences. (Use PEEFeE/TEEE as a structure if you need to). Remember to include varied evaluative language.

Example evaluative phrases/words (all can be made into adverbs)Notably ExtensivelyComprehensive AppropriateSufficiently RelevantClear CarefullySuccessfully MasterlyUsefully CreativelyValuable Efficient

Question 7a

Step one

Read the question and highlight the link identified between the two texts.

7 (a) The two texts show the points of view of different spies.

What similarities do the spies Nick and Leo share in these texts?

Use evidence from both texts to support your answer.

The opening of the extract looks back on the destruction of the ship through natural causes, which

carefully creates a sense of tension in the reader to know how it happens. The very limited

description and detail given in the line ‘the vessel drifted until she was crushed by the ice and finally

sank’ cleverly withholds details from the reader so that they are sufficiently engaged to continue

reading. Furthermore, the verb ‘crushed’ is effective in suggesting to the reader the destruction was

violent, again generating a sense of tension and curiosity. Additionally, the reader becomes aware of

the severity of the expedition and seriousness of the outcome, without explicitly being told.

The key focus of this question is the two spies and how they are similar.

Step two (levels 1-3)

The question asks you all about spies. Go back to the original text and highlight everything about spies.

Now you will need to group the information that you have discovered about spies together. What are the main ideas?

It is important to keep secrets when you are a spy (1) You have to work as a part of a team (2) You might have to work long hours (3) You need to have a good education and training (4)

Now go back and look for specific evidence for each of these points.

Step two (levels 5-9)

From your previous reading identify three elements of the two texts that are similar. This will be the points on your plan.

From my earlier reading I can remember that:

Both texts talked about how important secrets are (1) Both texts refer to working as a team (2) Both men work long hours (3) Both men are well educated and trained (4)

I have chosen four points although I will only need three so that when I go back to the text, if I cannot find evidence for all of these points, I will still have enough information.

This text is from a newspaper article about a recruitment drive for MI6.Psst! Want to join MI6?

As Britain’s foreign intelligence service celebrates its 100th anniversary, NeilTweedie gets an insight into MI6’s latest recruitment drive.

Recruiting for HM Secret Intelligence Service used to be a subtle, stylish business. Oneafternoon in term time, a promising undergraduate at Oxford or Cambridge would findhimself invited to tea with the college talent spotter.

In the quiet of an oak-panelled study, the potential recruit (right school, right family)would be subjected to gentle interrogation over crumpets, before being asked (clinkof spoon on china) if he had ever considered ‘official work’. If the encounter provedsatisfactory, the candidate received a letter inviting him to an interview. Fast–forwardthree years and there is our man in a crumpled linen suit, sitting in a Lisbon café sizing uphis target, a Czech military attaché.

SIS, popularly known as MI6, Britain’s foreign intelligence service, which this yearcelebrates its 100th birthday, has tiptoed into the modern world. Faced with the threatof international terrorism it has had to cast its net wider than the cloisters of Oxbridge2

and a few other favoured universities to find recruits who look the part. That increasinglymeans people from the ethnic minorities.

There is a demand for more women, too. Not just bluestockings3, but the kind whoknow what to do with scatter cushions. Only that could explain the presence of GoodHousekeeping at a recent SIS press conference held at Tate Modern in London, intendedto stimulate more applications from target groups.

It was a curious affair, a rare venturing out of the shadows for serving SIS officers – butalso very conventional. “Work you can believe in. Colleagues you can trust,” promisedthe displays. There were four of them: a historian from the Cabinet Office called Mark, a senior SIS recruiting officer called John and two younger officers, Catherine and Nick.No one asked if these were their real names but it would have been disappointing ifthey were. John would have stood out in a crowd — tall, elegant, forties, patrician —but Nick and Catherine were very normal. He was black, thirties, smart — typical youngbusinessman; she was attractive, friendly, early thirties — might have been a Frenchteacher.

The ladies from Good Housekeeping, Cosmopolitan and Marie Claire wanted lifestyle. Whatwas it like being a spy? Could you tell your mum? Nick, a softly-spoken south Londoner,state educated and first in his family to attend university, was talent spotted 10 years ago.He could hardly not tell his wife, who worked in the City, and had informed his motherand father. But he had managed to conceal his clandestine life from his friends. Basedat ‘head office’ in London, following assignments in Africa and the Middle East, Nickwas initially attracted to MI6 by the chance to travel – an SIS officer may spend monthsin a country absorbing its culture. After joining he was ‘amazed’ how friendly it was.“Occasionally you do work long hours. It might be midnight in the UK but it’s midday inanother part of the world. But I do get to drop my daughter at nursery and pick her up.”

Step Three

Return to text two and identify a relevant quotation for each of these, numbering them to match with your points.Leo Marks worked in Intelligence during World War 2. He was responsible for breaking codesto uncover enemy information. In this extract he describes how a complex code was solved touncover a secret message.

The first message was fifty letters long, the second fifty-five and the third only twenty.The first step was to take a frequency count of the individual letters, then of the pairs ofletters and finally of the three-letter combinations. The girls, some of whom had comearmed with German dictionaries, set about this tedious task as if they were embarking onan early-morning run. It became increasingly uphill.

The frequency count confirmed that a substitution code had been used, and it seemedsafe to assume that with millions of guilders at stake the government-in-exile would usean unbreakable code, and I proceeded on that basis. And got nowhere.

After three days of trying every permutation I could think of, the girls had lost allconfidence in me and I was pleased with their good judgement. I was now on the floormyself, with my self-esteem more crumpled than the day’s newspaper. I opened myeyes and discovered that my hand was resting on something. It was a copy of an agent’sPlayfair code, an elementary system suitable for concealing brief messages in ‘innocentletters’, but for very little else. It was marginally more secure than invisible ink. But couldPlayfair be the answer? It would explain the lack of indicators, the frequency of theconsonants and the repetition of the pairs of letters. And it was possible that the threemessages had been enciphered on the same Playfair phrase.

I hurried in to the girls, who were less than pleased to see me. Doing my best not tostammer, I said that there was one last thing to be tried.

1

3

4

2

1

4

Although, there is no specific mention of this it is shown in the level of the language.

‘Our patience,’ one of them whispered.

I showed them how to break Playfair (it was just tricky enough to interest them) and thenhurried away.

After slogging away for twenty-four hours without the slightest success the telephonerang. It was the team supervisor, but I could hardly hear what she was saying above thebabble in the background. One of the girls thought she’d found a German word, but thelinguist was convinced it was Dutch.

She was right.

Two hours later the messages were clear, and the cheer that went up in the code roomcould have been heard in the Netherlands.

Step Four

Decide which of the points to use.

There is evidence for all of my points but I think that as point 4 is more difficult to explain. I won’t use that one.

Step Five

Write up each point as a separate paragraph. Ensure that BOTH texts are commented on in each paragraph.

Each of my paragraphs will contain two sentences: one that shows the similarity and one that gives my evidence from both of the texts.

Both texts emphasise how important it is to keep secrets. In text 1, Nick has had to ‘conceal his clandestine life from his friends’ and in text 2, Leo works out how secrets are hidden away in codes, ‘ the three messages had been enciphered on the same Playfair phase.’Both texts suggest that it is really important to work as a part of a team. Nick is ‘amazed at how friendly’ MI6 is and when Leo’s team solve the clues there is a cheer from the team that is so loud that it ‘could have been heard in the Netherlands’.Both texts show that the men expect that they will have to work long hours to achieve their goals. Nick says that he ‘occasionally works long hours’ whilst the team solving the code are ‘slogging away for twenty four hours’.

2

3

Exemplar 1One similarity that the spies Nick and Leo share is that they bothhave to solve problems. We know Leo has to solve the code, and italso says in Text 1 that recruits have to be 'Motivated problemsolvers'. We can gather from this that both spies must have this same skill.Both spies also need 'Colleagues you can trust' as it says in text 1.We know this is also the case in text 2 as Leo has to be able to trustand work with the girls that are helping to crack the code. Bothtexts also imply the need for Intelligence. You can tell this justfrom the name of the service in Text 1, 'Secret Intelligence Service',and also in the opening line of Text 2, 'Leo Marks worked inIntelligence'. This allows us to see both spies have to be intelligent.Another way we can tell from text one is by it stating thatapplicants must hold a '2:2 degree or above'.In Text 1 it says that they are looking to recruit 'people who aregood at building relationships', which would also be shown inText 2 by building a relationship with the girls.

Marker comment and markThis response has some clear synthesis of the texts, as the candidate has takenbroader elements of Text 1's characteristics of spy and applied them to Nick.There is sound understanding of similarities – problem solvers, need to trustpeople, need to be intelligent and need to build relationships – but since theexamples given for Text 1 are not specifically linked to Nick the answer does notachieve the level of detailed understanding or synthesis. As it is the answerachieves all of the bullets of Level 2.Level 2 – 4 marks

Exemplar 2In the two texts there are many similarities between the two spies.Both spies have to work very hard for a long time. Nick says thatoccasionally working for MI6 you 'do work long hours' and Leohas to spend more than three days on the code in the extract. Both Leo and Nick have been educated and are clever. Nick was the first one from his family to go to university and Leo shows that he knows what he is talking about through the language he uses like substitution code' and 'frequency count'.Both spies appear to not look for the limelight. Leo is happyworking alone and the way he describes talking to the girls hestammers and he hurries away from them. Nick says that peoplewho work for MI6 are people that don't 'crave the limelight'. Bothspies are humble and modest. Leo stammers when he talks to thegirls and Nick is softly spoken. Leo and Nick are also trained tosolve problems. Text 1 says that MI6 have people who are'Motivatedproblem-solvers' (which will include Nick) and in Text 2 Leo has to work to solve the problem of the code through 'slogging away'.Both spies know that it is important to be secretive, which all spiesneed to know. Text 1 says that Nick has a 'clandestine life' that hehas kept secret from his friends. Leo Marks knows that the codeand code-cracking is massively important and that secrecy iswhat drives it to be 'an unbreakable code'. Nick likes to be part ofthe MI6 team and says he was 'amazed' how friendly it was. Leo,while he is quite afraid of the girls he knows that it is important to celebrate as a team as he comments that there was a huge 'cheer that went up in the code room' when the code is solved. Both men also work internationally as Nick has had the 'chance to travel' and Leo mentions Dutch Guilders and German dictionaries.

Marker comment and markThis response has detailed understanding of a range of similarities - education,international work, secrecy, long hours and hard work, modesty, team work, etc.There is detailed synthesis of the two texts for the maximum 6 marks. Theselection of evidence used is appropriate and relevant to the points the candidate is making.Level 3 – 6 marks

Question 7b

Step One

Read the question and highlight the link identified between the two texts.

b) Compare how the writers of Text 1 and Text 2 present their ideas and perspectives about intelligence agency work.Support your answer with detailed reference to the texts.

Early Step Two (level 1-3)

Re-read both texts and highlight all of the ideas in each that gives us perspectives about ‘intelligence agency work.’

Step Two (all)

From your reading identify four areas that the texts both focus upon. These can be viewpoints, ideas or themes.

From my earlier reading I can remember that:

The texts talk about jobs that are important The texts show that ordinary people do these jobs The texts show that the work is hard The two texts use humour to help the reader understand what it is like

Step Three

Return to text one. Note how the writer deals with that theme, idea or viewpoint and identify a relevant quotation to support this.

D

C

B

A

This text is from a newspaper article about a recruitment drive for MI6.Psst! Want to join MI6?

As Britain’s foreign intelligence service celebrates its 100th anniversary, NeilTweedie gets an insight into MI6’s latest recruitment drive.

Recruiting for HM Secret Intelligence Service used to be a subtle, stylish business. Oneafternoon in term time, a promising undergraduate at Oxford or Cambridge would findhimself invited to tea with the college talent spotter.

In the quiet of an oak-panelled study, the potential recruit (right school, right family) would be subjected to gentle interrogation over crumpets, before being asked (clinkof spoon on china) if he had ever considered ‘official work’. If the encounter provedsatisfactory, the candidate received a letter inviting him to an interview. Fast– forwardthree years and there is our man in a crumpled linen suit, sitting in a Lisbon café sizing uphis target, a Czech military attaché.

SIS, popularly known as MI6, Britain’s foreign intelligence service, which this yearcelebrates its 100th birthday, has tiptoed into the modern world. Faced with the threatof international terrorism it has had to cast its net wider than the cloisters of Oxbridgeand a few other favoured universities to find recruits who look the part. That increasinglymeans people from the ethnic minorities.

There is a demand for more women, too. Not just bluestockings, but the kind whoknow what to do with scatter cushions. Only that could explain the presence of GoodHousekeeping at a recent SIS press conference held at Tate Modern in London, intendedto stimulate more applications from target groups.

It was a curious affair, a rare venturing out of the shadows for serving SIS officers – butalso very conventional. “Work you can believe in. Colleagues you can trust,” promisedthe displays. There were four of them: a historian from the Cabinet Office called Mark, a senior SIS recruiting officer called John and two younger officers, Catherine and Nick.No one asked if these were their real names but it would have been disappointing ifthey were. John would have stood out in a crowd — tall, elegant, forties, patrician —but Nick and Catherine were very normal. He was black, thirties, smart — typical youngbusinessman; she was attractive, friendly, early thirties — might have been a Frenchteacher.

The ladies from Good Housekeeping, Cosmopolitan and Marie Claire wanted lifestyle. Whatwas it like being a spy? Could you tell your mum? Nick, a softly-spoken south Londoner,state educated and first in his family to attend university, was talent spotted 10 years ago.He could hardly not tell his wife, who worked in the City, and had informed his motherand father. But he had managed to conceal his clandestine life from his friends. Basedat ‘head office’ in London, following assignments in Africa and the Middle East, Nickwas initially attracted to MI6 by the chance to travel – an SIS officer may spend monthsin a country absorbing its culture. After joining he was ‘amazed’ how friendly it was.“Occasionally you do work long hours. It might be midnight in the UK but it’s midday inanother part of the world. But I do get to drop my daughter at nursery and pick her up.”

Step Three

Return to text two. Note how the writer deals with that theme, idea or viewpoint and identify a relevant quotation to support this.

Leo Marks worked in Intelligence during World War 2. He was responsible for breaking codesto uncover enemy information. In this extract he describes how a complex code was solved touncover a secret message.

The first message was fifty letters long, the second fifty-five and the third only twenty.The first step was to take a frequency count of the individual letters, then of the pairs ofletters and finally of the three-letter combinations. The girls, some of whom had comearmed with German dictionaries, set about this tedious task as if they were embarking on

B

D

A

C

A

B

B

B

D

B

an early-morning run. It became increasingly uphill.

The frequency count confirmed that a substitution code had been used, and it seemedsafe to assume that with millions of guilders at stake the government-in-exile would usean unbreakable code, and I proceeded on that basis. And got nowhere.

After three days of trying every permutation I could think of, the girls had lost allconfidence in me and I was pleased with their good judgement. I was now on the floormyself, with my self-esteem more crumpled than the day’s newspaper. I opened myeyes and discovered that my hand was resting on something. It was a copy of an agent’sPlayfair code, an elementary system suitable for concealing brief messages in ‘innocentletters’, but for very little else. It was marginally more secure than invisible ink. But couldPlayfair be the answer? It would explain the lack of indicators, the frequency of theconsonants and the repetition of the pairs of letters. And it was possible that the threemessages had been enciphered on the same Playfair phrase.

I hurried in to the girls, who were less than pleased to see me. Doing my best not tostammer, I said that there was one last thing to be tried.

‘Our patience,’ one of them whispered.

I showed them how to break Playfair (it was just tricky enough to interest them) and thenhurried away.

After slogging away for twenty-four hours without the slightest success the telephonerang. It was the team supervisor, but I could hardly hear what she was saying above thebabble in the background. One of the girls thought she’d found a German word, but thelinguist was convinced it was Dutch.

She was right.

Two hours later the messages were clear, and the cheer that went up in the code roomcould have been heard in the Netherlands.

Step Five

Write up each point as a separate paragraph. Ensure that BOTH texts are commented on in each paragraph.

Both writers place emphasis on ensuring that the writer understands the importance of the work done by the intelligence agencies. In text 1 this is presented through highlighting how the problems in the world, ‘threats of international terrorism’ are forcing the agency to ‘widen’ and alter the ways in which they recruit. Showing changes to long held traditions as part of a reaction to the situation implies that the writer believes that the work being done is valuable to the country and our safety. However, the writer of text two uses hyperbolic phrases to suggest that the possibility of achieving success is limited and unlikely, ‘millions of guilders at stake’ and ‘unbreakable code’. This suggests that the writer is hoping that the reader will be full of admiration when they learn of the success, later in the text.You are aiming for three or four paragraphs here.

Exemplar 1The author of Text A has used a similar way to portray his ideas

A

C

D

D

and perspectives in a similar way to the author of Text B. Text Ahas been written in a very strong, anecdotal way 'In the quiet ofan oak-panelled study' suggests immediately that the text willhave ideas and perspectives laid out and shown through a storytype style. Similarly the author of Text B also uses this style ofwriting to show his perspectives and ideas. 'After three days oftrying every permutation I could think of' suggests to the readerthat this is a first-person recount of an event that took placewithin the Intelligence Agency, which is different to the thirdperson account of Text A. Both texts use anecdotes from spies to gettheir point across.However, although they are similar in the story-telling style theperspective differs greatly. Text A is from the view of someone fromoutside the agency looking into it 'Neil Tweedie gets an inside'implying he is an everyday journalise, unlike Text B which is aninsider's viewpoint. Text B says 'I proceeded on that basis,suggesting it is a first person recount of someone who has actuallyexperienced being in the Intelligence service.Marker comment and markThis response is again brief but covers some comparisons between the texts.While there is not a wide range of comparisons (Level 4) there are more thanobvious comparisons as the candidate considers the idea of an insider versus anoutsider's viewpoint and the use of story-telling. The candidate also hascomment on language and structure, and valid reference, meeting all of thebullets of Level 2. Given that there is more than obvious comparison, the answerjust edges into Level 3. There is not enough explanation of language andstructure to move the response higher into the level.Level 3 – 6 marks

Exemplar 2There are many ways that the two texts present the ideas ofworking for an Intelligence Agency. Both Text 1 and Text 2 showthat the work can be difficult. For example, Text 1 shows howdifficult it is to be selected for the agency. The text emphasises thatyou have to be selected to join by describing it as 'The selectionprocess' and the indication that 'Up to 80 per cent of applicantsfail the application form' shows that even getting past theapplication is very difficult. Text 2 shows how difficult the workcan be and how you need to be patient. The texts starts by sayingthat the messages are quite short - fifty letters, fifty-five and twenty - but the text that follows shows that there is a lot of work that goes on to break the code. Three messages take a whole three days to solve.Both texts show that working in intelligence isn't just working onyour own and that you need to be able to work well in a team.Text 1 shows that the work is 'friendly' and that people who workfor MI6 have to be 'good at building relationships'. Text 2 showsthat the team of Leo and the girls have to work together as wellbut in this text he has to lead the work and there is a difficultrelationship between him and the girls. The atmosphere here isnot as friendly at first as he describes 'the girls had lost allconfidence in me'. The language also shows however that at theend the team celebrate together - 'the cheer that went up in thecode room could have been heard in the Netherlands'. Both of thetexts show how people who work in intelligence are just ordinary

people who have normal feelings and aren’t superhuman orspecial. Nick has a family and is able to work and 'drop mydaughter at nursery and pick her up', and Leo is nervous when heis not able to solve the code and the girls lose confidence in him.He describes hurrying away from them and says ‘Doing my bestnot to stammer’ when he talks to them.While each text shows that there are ordinary parts to working inIntelligence, it also shows how important it can be, as in Text 2they crack a code to help with the war and in Text 1 you could beplaced 'in danger' and can travel the world. Both Text 1 and Text2 use humour to interest and engage the readers. In Text 1 thewriter makes fun of the clichés of working in intelligence such as'gently interrogation over crumpets', 'clink of spoon on china' and'crumpled linen suit'. In Text 2 the humour is created by showingthe strain that the pressure puts on the relationships between Leo

and the girls, who are 'less than pleased to see me'. It also showsthat the pressure leads him to feel like his self-esteem is 'morecrumpled than the day's newspaper'. There is also some irony inthe fact that he has to take three days to solve a code.There are some contrasts in the texts however. Text 1 is making alot of demands of the people who apply for the job. for example,they need to complete an application, an assessment course andpersonal vetting, and that they have to have a lot of personalqualities such as ‘Motivated problem-solvers'. In contrast to this inText 2 Leo puts demand on himself but repeatedly fails over thecourse of the three days, then he cracks the code by just gettinglucky. There is a contrast too in the type of people who work forintelligence. This could be because Text 2 is talking about a timeduring the second World War, when a white man is in charge of agroup of girls. Text 1 however is talking about a modern timewhen the agency is looking for target groups of people from ethnicminorities and women. Text 2 does have women working inIntelligence which might have been seen as unusual given Text 1says that they are looking to recruit women. Although Leo refers tothem without names and only as 'the girls' which could be seen aspatronising there is also the sense that he does this because he isin awe of them.Marker comment and markThis response considers a range of varied and comprehensive comparisons, bothsimilarities and differences between the texts. There are exploration and analysisof the writers' ideas and perspectives including how the ideas, language andtheme are used across the texts. References are balanced and used from bothtexts. They clarify the points being made. This response achieves the bullets ofLevel 5. There could be more analysis of structure but this does not prevent theresponse from achieving full marks.Level 5 – 14 marks

Section B: Writing

1. Read through the questions and decide which question you are going to do.2. Highlight the PAF (Purpose, Audience, Form) in the question.3. For each bullet point, plan out briefly what you would discuss.4. Start your writing with one word, followed by a question.

5. Write three main paragraphs and a conclusion – ensuring you use connectives to link your ideas.

6. Ensure in your writing you use the four sentence types: declarative, exclamatory, interrogative, imperative.

7. Ensure you include a variety of punctuation in your writing8. Include language techniques – such as DAFOREST.

1. Step 1 - Read through the questions and decide which question you are going to do.

2. Step 2 - Highlight the PAF (Purpose, Audience, Form) in the question.

3. Step 3 - For each bullet point, plan out briefly what you would discuss.

Form (Text type) Purpose (what you are being asked to do)

Audience (who you are addressing)

Bullet point one: Personal safety – using technology safely, travelling safely, safety of personal items, health and safety (both physically and mentally)

Bullet point two: Risks there may be – personal danger internet danger such as identity theft, risks to young people of bullying and isolation

Bullet point three: keeping safe - keeping devices out of sight when travelling, being aware of surroundings, keeping people informed of how and when they are travelling, keeping possessions safe, staying in contact

4. Step 4 - Start your writing with one word, followed by a question.

Examples:

- Safety. Your safety - how important is this to you?- Danger. How can you stop the intrusion, the invasion of your personal details

online?- Theft. Why does this happen still in our society?

5. Step 5 - Write three main paragraphs and a conclusion – ensuring you use connectives to link your ideas.

6. Step 6 - Ensure in your writing you use the four sentence types: declarative, exclamatory, interrogative, imperative.

Examples:

- Declarative: Identity theft is a major problem in the UK.- Exclamatory: Stay alert!- Interrogative: How will you travel safely?- Imperative: You must leave your devices at home.

7. Step 7 – Ensure you include a variety of punctuation in your writing

8. Step 8 - Include language techniques – such as DAFOREST.

- Direct speech – use of ‘you’, ‘we’- Alliteration – the occurrence of the same letter or sound at the beginning of

closely connected words- Facts – a thing that is known or proved to be true- Opinion – a view or judgement formed about something

- Rhetorical questions – a question asked in order to create a dramatic effect or to make a point rather than to get an answer

- Emotive language – words use to arouse emotions- Statistics – use of data- Triple – listing three interlinked ideas together in a sentence, one after another.

Example question

Example answer:

Friday 8th January 2016To “The Telegraph”.

Recently, I happened to stumble upon an article in your newspaper which caught my attention as it is a pressing issue in modern society. The myths and lies that surround this topic like a fog blocking our arteries and veins needs to be cleared. I am talking, of course, about healthy eating.

In your article, you claim that eating healthily is in fact “dirtcheap” and that if we decide to turn vegan and survive on rabbit food, we can lose some weight without losing so much money. However, this is a commonly advertised myth that seems to disregard many things.

First of all, any sort of diet, whether healthy or unhealthy, will ultimately be expensive. With the current rates if VAT and rocketing prices, even fruit and vegetables are expensive to buy. In fact, in a recent survey, over 80% of people admitted to buying more unhealthy food than healthy food due to the price difference. But then again, is this statistic really that shocking? The “health” aisles in supermarkets are avoided by most like the plague, designed to leech away all your money. If eating healthily truly is cheaper, then surely low-fat yoghurts should be cheaper too? Why are we paying more for food with less in it?

Furthermore, these supposed healthy foods are extremely unappealing, with skimmed milk being almost as thin and tasteless as stale tap water. Your article claimed that the only way for people to eat more healthily is to make better choices. On the other hand, I believe this is quite a far-fetched ambition. With more than 25% of the British population classed as “obese”, should the citizens really be expected to make healthy

decisions?

Instead, I propose a much more effective way to end obesity and unhealthiness. Perhaps instead of sitting around waiting for people to change, the supermarkets themselves should change. Rather than making people pay five pounds for a bar of chocolate made from carrots, these supposedly “natural” foods should be priced equally to the Cadbury chocolates. After all. If all these health foods are natural and void of preservatives, they should surely cost less than products with hundreds of extra colours, preservatives and additives.

Perhaps people are saving a little extra money by changing what they buy and making nutritious decisions. But ultimately, a box of Pringles with its ridiculously jovial man with a moustache is much more attractive that that brown bag with a muddy turnip adorning the package. And the constant price reductions and sales on muffins and biscuits will almost always be preferable to superfoods that cost more than petrol.

Opens with a sense of context –

pronouns shows relationship between the reader and writer

Similes and rhetorical questions used throughout

Declarative sentence used to create a compelling tone.

Clear structure through connectives High-level

vocabulary/ phrasing

Sophisticat

sentence structure

Therefore, instead of simply arguing over obesity and how to persuade people to eat better, perhaps newspapers should be calling out to the government and health brands. If we let our people choose, their hands (which are becoming increasingly chubby, fingers enlarging like balloons held down only by tight wedding rings) will always choose the cheaper – and most likely unhealthier – alternative.

So rather than discussing health as casually as if it is a relationship advice column, we should take action against these unfair prices that are ripping us off of our money but ladling on the fat and health problems.

Yours sincerely,

An exasperated citizen, and extremely worried about the state of our society.

AO5 24 marksAO6 16 marks

Effective ending