This document provides instructions and guidance for completing a 3-question exam. It outlines the order of questions, estimated time limits, and processes for each question. For Question 1, students are instructed to analyze a passage and respond to bullet points in writing. For Question 2, students must identify descriptive techniques in two passages. Question 3 involves underlining details from two passages and writing them in points and a paragraph with connectives. Tips are provided for each question, such as being precise, showing links to the question, and choosing relevant information. Scoring guidelines are given at the end, with grade boundaries ranging from 36% for an E to 70% for an A*.

1. Tomorrow this will be for real…

2. Order = Q3, Q1, Q2
Rough timings:
50 mins Q3
40 mins Q1
30 mins Q2
Some of you will be quicker or slower for different
questions. Know where you have problems and
need to keep an eye on the time….
First activity
Work out roughly what time it will be when you
should stop Q3 and go on to Q1 – write that
time on the front of your paper (start time + 50
mins).
Now work out what time it will be when you
should stop Q1 and go on to Q2 – write that
time on the front as well (start time + 1 hour 30
mins). Keep an eye on the time and make sure
you move on when you should!

3. Question 3
Process: (one passage will be harder but try and keep the paragraphs the same size)
- BUG question/simplify it
- Write the question at the top of the passage
- Underline 10 things related to the question
- Put these in 8 bullet points in your own words
- Write this out in a paragraph (about half a side of A4 per passage – use connectives )
Tips:
Are you being precise enough? Your bullet points need to be pretty specific.
Are you showing how the ideas links to the question (use ‘because’)? For
example, if the question asks ‘What is dangerous about walking in Alaska?’ and
you say ‘It is dangerous to be on your own.’ You would get nil point. You have to
spell it out. EG. ‘It is dangerous to be on your own because if you got into
trouble then you would have no one to help you.’
Say in your head the reason for underlining each one (is it relevant to the
question?) e.g. The Question is: What are the reasons not to believe in Yetis?
In your head you are saying (when you find a potential thing to underline)
“this is a reason not to believe in yetis because...”
You can easily change adjectives (describing words) when creating the bullet
point list in your own words. EG. The intelligent monkey becomes… The clever
monkey.

4. Question 1Process:
- BUG question (crucial) What format? Who for? Purpose?
- Create grid or mind map EACH bullet point. (5 min per bullet point)
- Keep looking at the text but fill in the grid in your own words
- Write it (20 mins ish) 1.5-2 sides
Tips:
• Really look at the text and pick relevant information – you could even use
some info from Q3b in your response to bullet point 1 (if applicable)
• Use the word 'because' when writing your response to bullet point 2
(explain things)
• Refer to thoughts and feelings in your response to bullet point 3 (imagine
how people think/feel and show this in your response)
• If there are statistics, numbers or names of people and places in the
article, try to include them somewhere relevant in your answer.
• Try to create the right voice. Who would play this person in a film? How
would they talk? Sit? Walk?
• For A* - make it obvious who the audience is. EG. Newspaper report = our
regular readers will know that…

5. The grid looks like this:

6. Question 2Process:
- BUG question
- Circle/star the passages it asks you to look at
- Write what you are looking for above each passage
- Underline 3 or more phrases in each passage that answer the question (draw
links between these if aiming for 8 or more out of 10)
- Write these up using the format below (if it helps you). You must say WHY a
technique is used – what image/idea/effect does it create?
Tips:
Use the format 3 times for each passage.
Spell out the obvious!
X (key word/s) in the question is described as
‘QUOTE’. This means………………………………………This Y
(technique if you know it) is effective as it
shows………………This makes the reader feel………… You
can do a link to another description here to support this idea

7. Q1 Answers:
They have to start in the way it says
Mark A: Could you start by telling the viewers a little about
Diudiu’s lifestyle?
Reward candidates who provide sound overviews such as: -
- careful,
- healthy,
- satisfying,
- lonely
AND who base their ideas from the text.
Reward candidates who prioritise details that they have noticed.

8. They have to use the questions given
Mark B: What things do you admire most about
Diudiu?
Reward candidates who get qualities from
what they have read between the lines, such
as
independence, cheerfulness, doggedness, etc.
Two would be enough, but they require
explanation and support from the text to score
highly – examples and details.

9. Mark C: How has your meeting with her made you consider you
own lifestyle and values?
Allow any relevant viewpoint and allow from the variety of
candidate backgrounds.
1 Candidates may take up the final paragraph and agree
that Diudiu is the last of her kind.
2 They may discuss the simple life and how theirs is
complex and hectic: How to be satisfied with
little (‘Everything she needs’).
3 Some may be attracted by her connection with animals
and birds.
4 They may discuss her ideas of entertainment and
company (there is a hint that she might have
occasional company from visitors).
5 Candidates may decide that their life has been proved to
be greedy and selfish.

10. Use the words she’d use
• How would she speak? Move? Think? This
must be convincing and fitting with the
passage for 5 out of 5 for writing.
• It must also be in the right sequence/order
which can be tricky as it is often not in the
right order in the passage.

11. Write your score for Q1 at the front of
your paper
Q1:
/15 for responses to the bullet points
/5 for quality of writing
Total: /20

12. Q2 Answers – countryside in para 1
• Giant sand dunes: credit candidates who see this as a suggestion of the
extreme (not just ‘big’ or even ‘huge’, but it makes you think of a
giant, out of all proportion to a human). Bowl-shaped valley: an image
that makes you think of shape and possibly smoothness (imaginative
rather than exact).
• Fringed: perhaps as of hair, suggesting round the perimeter and neat –
the grasses were perhaps of regular height.
Rich: again a partial image, giving ideas of well-being, in this
case, supplied with water and nutrients and growing particularly well.
• Saturated: useful scientific word, again extreme, suggesting that the
water could not take any more.
Glittering: visual effect suggesting that it catches the eye, perhaps
dazzles the sight; an attractive effect.
• Vermilion: to say ‘red’ would be general and the word would have no
special effect. To say ‘vermilion’ makes you think of the exact
shade, which is remarkably bright and out of place for a lake. A bit of a
shock word.
Drifts: of the sheep – establishes a peaceful atmosphere.
• Sit: of the blockhouses; sounds out of place as if they had just settled
there for a moment.

13. Answers – Diudiu in para 6
• Loose trousers...blue cotton: is a good example of how a few well
chosen simple words can give a clear picture of how someone
looks.
Bandanna: we are not told the colour, but it seems to add a touch
of liveliness (the sound of the word itself) and one might think that
it had some brightness.
• Dark eyes sharp and quick: suggests that she would notice
anything, is intelligent, lively, certainly not depressed or on her last
legs.
Broad planes of cheek-bones: we are already aware that her face is
‘wide’: this helps to define the shape of her face.
• Weathered into a map of wrinkles: good image emphasises her
outdoor life, but also suggests there are many wrinkles (like rivers
or other details on a map) and that they all go in different
directions. They may stress her age.

14. Write your score for Q2 at the front of
your paper
Q2:
/10 for analysis of description (max. 5 marks for
part a and 5 marks for part b)
Total: /10

15. Q3a Answers – things that make the
writer’s life difficult in passage B
1.It is very cold
2 Has to sleep in his clothes/extra clothing
2a Wakes up early in the morning
2b Long/2 hour journey to work
3 He gets too hot when he runs for the bus
4 His workmates tease him/say he is mad
5 Uses his energy to keep warm at night
6 The heating at work makes him feel ill
7 Has to concentrate on survival
8 Difficult to get to the gym so often/is not fit/needs to be fit
9 Gets clothes mixed up/in wrong places/hangs them up in woods/laundry/only
few clothes
10 Exhausted/tired/sleeps many hours
11 Interference with his social life
12 Ill from badly cooked food/unfiltered water/bronchitis
13 Gets grimy at weekends
14 Frightened by noises/sound of branch breaking/fear of axe murderers/animals

16. Q3b Answers – things that enable Diudiu to
cope with the challenges of her lifestyle in
Passage A
16 The solar collector
17 Her animals/their meat/their hair
18 Her stove (ready for winter or summer use)
19 Fuel for the winter/camel dung for burning
20 Her rice drink
21 Her tea kettle for warm drink/visitors
22 Plenty of storage space for food
23 The swallow family (for company)
24 Blankets and extra clothes (for the winter)
25 Natural deep freeze/shady spot for hanging meat
In own words (where you can), uses connectives
to join sentences and answers the question = 5
out of 5 for writing

17. Write your score for Q3 at the front of
your paper
Q3:
/15 ideas from both the passages (one 7 one 8 max)
/5 writing
Total: /20

18. Grade Boundaries for this paper
• Grade
• E = 18/50 (36%)
• D = 21/50 (42%)
• C = 25/50 (50%)
• B = 28/50 (56%)
• A = 31/50 (62%)
• A* = 35/50(70%)