Paper 2 – Reading How to improve LO: understand how to answer the

Paper 2 – Reading How to improve LO: understand how to answer the different questions on paper 2 You need: ‘recycled’ Paper 2 extracts, highlighter, own exam answers, green pen, highlighter(s)

On assessment sheet (AP?) at front of books Paper 1 Reading – marks. Writing – marks – Targets: what to do next time. Paper 2 Reading – marks. Writing – marks. Targets: next time?

double threat is bubbling on the hob boiling point has been reached. bloodiest bout of whale slaughter allegedly for research purposes slaughter a steaming kettle of exploitation guise of "scientific" whaling brutal, bloody and shocking

double threat is bubbling on the hob boiling point has been reached. bloodiest bout of whale slaughter allegedly for research purposes slaughter a steaming kettle of exploitation guise of "scientific" whaling brutal, bloody and shocking

Question 1: (3marks 3 minutes) identify particular quotes/ words. This question tests the ability to identify explicit information. Award one mark for each correct response in (a), (b) and (c). (a) 1986 (1) (b) the Antarctic Ocean (1) (c) 29 (1)

Qsn 2 How does the writer try to persuade the reader that the hunting of whales is cruel and unacceptable? (10 marks – 13mins) You should comment on: what he says his use of language, tone and structure other ways the writer tries to persuade the reader that the hunting of whales is cruel and unacceptable 1. Find at least 7 good techniques used. (Lang) – 3 minutes – do this now. 2. Focus on tone (sarcastic, humorous to hit home the point, speech marks for sarcasm ) What can you find? 3. Structure- Sixth paragraph begins with statement in a simple sentence: ‘Japan is leading the way’ to emphasise the main offender. The article then lists the countries in the following paragraphs. Identify this and any others. 3. Briefly explain HOW the quote creates effect. uses a shocking fact and emotive language “biggest whale slaughter” with figures,‘2,000’ animals to support this and horrify the reader. Use one of your examples and answer for tone or structure – 5 mins

Imagery: 1. “mass killings” – “brutal, bloody, and shocking” – list of 3 alliteration – makes us feel vulnerable because we can’t help because it’s so overwhelmingly grand spectacle can’t be stopped 2. Extended metaphor – “double threat bubbling”, “steaming kettle of exploitation” – links to “whale meat” suggests that they don’t care about the animal, they care about consuming it. (heartless) 3. “boiling point” metaphor for spilling over, exploding – huge theat. Tone 4. “ once again” fed up with it happening, mocking our past actions 5. “Japan ignores it.” simple sentence to show Japan doesn’t care and are heartless. 6. “brutal, bloody” – like the writer’s witnessed it. “b” sounds are more effective, makes us think how physically abusive and bloody these hunts are – makes us sick. Structure: 7. “scientific” is in speech marks – sarcasm to show they ignore the rules, not helping, think they are pretending to help 8. Progresses – starts off firm, stubborn, then becomes more aggressive (give quotes) – lists all the countries and how they are responsible.

Better 8/9 Good 5/6 out of 10 The writer makes hunting seem cruel. He uses alliteration at first to give an effect. “Dust down the slogan” seems upset and he is angry that the problem still exists. Then he uses good words “mortal dangers” which seems more important and terrible for the whales. He goes on to use imagery of a “bubbling hob” which seems like something terrible is brewing and we feel bad for the whales. He then uses another same kind of word “boiling point reached” to show the problem getting worse. He uses these cooking words to seem worse and cruel. Finally, he uses feelings like “terrible” and “slaughter” to make the whales seem more harmed. McCarthy demonstrates that whale hunting is cruel by beginning with a sarcastic alliterative opening, ”Dust down the slogan”, which suggests he’s frustrated and this alliteration emphasises this is an old important problem that still hasn’t been solved yet. As well, he uses the powerful vocabulary “mortal dangers” to emphasise how real this threat really is. We feel suddenly tricked and saddened by the seriousness facing whales. He then uses a metaphor of a “bubbling hob” that becomes a linked, extended metaphor to highlight a slowly growing, out of control situation is developing, which creates an anxiousness in the reader to act. This metaphor is extended, “the boiling point has been reached” making it seem more critical and a threat that’s facing us now, followed up with “first hot development”. These cooking references, strategically link to and hint at the fact that whales are eaten, consumed and ingested by consumers. Moreover, emotive words are continuously used to create a shocking effect “slaughter” and is backed up with such a huge figure, 2000 seems incredibly high, giving more weight to the “slaughter” reference. Finally,

The writer gives details about how Japan, Norway and Iceland are continuing to hunt whales. He is bitter and dismissive of Japan’s claim to only kill whales for 'scientific purposes', where he uses speech marks to add to his s tone.(technique) This tone emphasises how the whale hunt seems and (effect) As well, the writer creates a powerful image of danger, “mortal danger” and this (technique) makes it seem worse and highlights for the reader that it’s and . (effects) Moreover, the writer makes it seem cruel and barbaric using a metaphor, ” ” which really underscores how and which makes us feel . Sentence types (complex/simple) Aggressive words Alliteration (sounds) Explain tone Hyperbole (exaggeration) Analyse structure How it progresses What you imagine Imagery Metaphor (figurative) Sarcasm Emotive words Punctuation “ ” similes vocabulary Numbers (big figures) Effects: abhorrent and gruesome, horrendous and vicious, ruthless and sadistic, terrible and sickening

Mark scheme Qsn 2- does it look or sound anything like this? Give 5-6 marks to those who explain how the examples used in the text illustrate the writer’s viewpoint and begin to show how aspects such as language, tone and structure are used to achieve effects and influence the reader. These responses may begin to use relevant subject terminology accurately to support their comments. e.g. The writer gives examples to show that countries like Japan are still killing whales. He is sarcastic about the way they claim it’s for 'scientific purposes' and comments that 'that label is a fiction which fools no one' Give 7-8 marks to those who make accurate comments about how a range of different examples from the text illustrate the writer's viewpoint and begin to analyse how aspects such as language, tone and structure are used to convince the reader of the ongoing threat to whales. Subject terminology is used to support comments effectively. e.g. The writer gives details about how Japan, Norway and Iceland are continuing to hunt whales. He is sarcastic and dismissive of Japan’s claim to only kill whales for 'scientific purposes', explaining that 'more whale meat products end up in Japanese restaurants than in laboratories'. He deals with each country in turn, building up a picture for the reader that the threat to whales is both real and ongoing. Techniques (tone) structure effect

Mark scheme qsn 2- or better still this. Give 9-10 marks to those who make accurate and perceptive comments about how a wide range of different examples from the text illustrate the writer's viewpoint and provide detailed analysis of how language, tone and structure are used to achieve effects and influence readers. Accurate use of subject terminology supports comments effectively. e.g. The writer begins the article almost with a rallying cry to readers, telling them to 'Dust down the slogan, 'Save the Whale', because it’s needed once again. This dramatic opening is then followed by specific details about how Japan, Norway and Iceland either flout or ignore the international agreement to stop whaling. He is dismissive of Japan’s claim to only hunt for 'scientific purposes', as he sarcastically comments with juxtaposition that 'more whale meat products end up in Japanese restaurants than in laboratories'. Language (not exhaustive) tone structure

Qn 3: 3mks 3 mins List and find question. This question tests the ability to identify and interpret explicit and implicit information and ideas. Award one mark for a correct response. (a) “Stand by and lower boats” (1) (b) The tow-line was secured to the boat (1) (c) Fifteen miles (1)

n 4: 10 mks 13 minutes Evaluate strong opinion needed about the Think and feel – evaluate question. writing STYLE – He uses exceptionally dramatic style with “dragged for hours” NOT: “it’s horrible how whales are dragged for hours” The writer, Henry Cheever, gives his readers a clear and dramatic description of what it was like to take part in a whale hunt in the 1850s. How far do you agree with this statement? You should comment on: what he says how he says it whether you think the description of the whale hunt is clear and dramatic – and why [10] You must refer to the text to support your comments. (AO4) This question tests the ability to evaluate texts critically and support this with appropriate textual references.

Question 4: Think and feel – evaluate question. What do you think and feel? be critical about his writing style! 1. Include 6/7 good short, sharp quotes (techniques) 2. explain, succinctly, how the author uses techniques to make you feel disgusted, shocked, horrified. Your task: 3 minutes to find 7 – or more quotations (find as many as possible – use the ones that create the best/most effect first) 5 minutes – write as many as possible

Question 4: possible answers Give 5-6 marks to those who give an evaluation of the text supported by appropriate textual references. These responses will show some critical awareness of Cheever’s views. e.g. I think the description of what happened when the whale tried to get away was really good because Cheever seemed to be excited when he wrote about the small boat being dragged by the whale 'with almost the swiftness of a spinning top', which gives a clear picture of how fast the little boat was moving. Give 7-8 marks to those who give a critical evaluation of the text and its effects, supported by well-selected textual references. They will show critical awareness and clear engagement with Cheever’s experiences. e.g. I think the writer gave a good, clear picture of the hunt when he compares the boat being dragged by the whale to the speed of a spinning top, to show how fast the boat is moving. This gives a vivid image of how the hunt went, especially as it talks about the whale diving and tossing the spray as it tried to get away. Evaluate strong opinion needed “it’s appalling how these animals are ‘slaughtered’.

Question 4: possible answers Give 9-10 marks to those who give a persuasive evaluation of the text and its effects, supported by convincing, well selected examples and purposeful textual references. These responses will show engagement and involvement, where candidates take an overview to make perceptive comments on Cheever’s experiences. e.g. I thought the writer’s description of the way the whale tried to escape after being harpooned was very clear and captured the drama and danger of the experience; Cheever uses the contrast of the 'small boats' to the 'giant creature' to emphasise the scale of the battle and when the whale is harpooned and tries to escape, the image using figurative language - a simile - of the small boat being pulled like a spinning top is very effective, as it suggests it is almost out of control. Evaluate strong opinion needed not about the CONTENT!!

Question 4: possible answers he gives a clear picture of how the whale responded when attacked; the way the whale tries to escape captures the effect of the chase – 'our boat spun after him with almost the swiftness of a spinning top'; he explains in detail the reactions of the whale – 'the enraged whale.'; 'snapped his horrid jaws together. ', 'lashed the sea into foam'; he gives the reaction of the hunters when the whale is seen to be dead; he gives a personal reaction to the death of the whale; he makes it clear that returning to the ship with the whale is both difficult and dangerous, with some telling details – 'Under a fierce sun, to row for hours.' '.will blister the hands and strain the muscles.'; impact of picture. This is not a checklist and the question must be marked in levels of response. Look for and reward valid alternatives.

Question 5:-(5 mins) Question 5: synthesise (compare) the two texts – quick sideby-side quote comparing (compare info) 1. pick out similar examples from both texts twice (4 quotes) 2. Text A says this, “ ” and Text B says this, “ ” to show they both involve the hunting of whales. (x2) -it’s ONLY worth 4 marks! TOP TiP: Use the words “BOTH texts” before comparing!

Qn 5: possible answers Article large numbers are hunted at one time small boats were used to drive the whales towards beaches locals in the water dragged the whales up the beach whales slaughtered on the beach Biography (Cheever) when whales were sighted out in the ocean / small boats were lowered and rowed out to where the whale appeared / whales were hunted by small boats harpoons attached to a tow line were plunged into the whale whalers attacked a single whale the whaler’s boat was pulled by the injured whale until it died the dead whale was towed back to the mother ship

Question 6: (13 mins) Compare: the writers' attitudes to the hunting of whales in the 1850s and in the recent whale hunt in the Faroe Islands how the writers get across their attitudes to their readers [10] You must use the text to support your comments and make it clear which text you are referring to. This question tests the ability to compare writers’ ideas and perspectives, as well as how these are conveyed, across the two texts.

Question 6: (13 mins) Compare techniques (how) they both create effect same or differently 1. pick out 3-4 quotes from EACH text – 3 minutes 2. MUST cross-reference! (side-by-side comparing text a quote explain, then text b quote explain) 3. Find same techniques (similes, metaphors, personification, exaggeration, imagery, list of 3, facts, figures, alliteration) Your task: Select one of your techniques/quotations – match it with similar/different from other text –write up. Don’t forget your comparison language and connectives. TOP TiP: both texts will use imagery!

Comparison question- possible answers The newspaper article The writer’s attitude the writer is strongly against the whale hunt – he writes about 'the slaughter of whales in the Faroe Islands'; he says it’s wrong because it’s against international law; he believes countries are ignoring/flouting the international agreement to stop hunting whales; he says “decent people” would agree whale hunts are cruel and unacceptable. how the writer gets his/her attitude across to readers he gives a graphic description of how the whales were killed; he tells us of the large numbers killed – "as many as 250 whales were reportedly massacred"; he refers to the whales as 'innocent' and 'distressed' to make his views clear; he uses powerful, emotive language, particularly adverbs and adjectives – 'massacred','savagely killed', 'horrific scenes', 'distressed animals', 'ruthlessly slaughtered

Question 6 – possible comparisons Cheever text The writer’s attitude he is not against the whale hunt; he admires the hunters – and the whalers’ willingness to face dangerous and difficult situations he celebrates the killing of the whale; he describes the whale in negative terms - 'monster'; but shows some respect for the death of “so mighty a creature”. how the writer gets his/her attitude across to readers he uses contrast to emphasise the battle between the small boats and the 'great creature'; he talks of the skill and bravery of the harpooners – the 'brave captain'; they gave “three hearty cheers” at the death of the whale; but says seeing the whale in its death-agony was “painful enough”; he describes the difficult task of getting the dead whale back to the ship and how it is “cheerfully endured” by the men because of the rewards it brings. This is not a checklist and the question must be marked in levels of response.

Qsn 6 mark scheme Give 5-6 marks to those who identify similarities and differences and make some comparisons, commenting on how they are conveyed, e.g. The writer of the article is against whale hunting and describes the way whales were killed in the Faroes, using very emotive words and phrases like 'horrific scenes'. In contrast, Cheever describes the whale as a 'monster' and having 'horrid jaws' which makes the creature sound very threatening. Give 7-8 marks to those who make detailed comparisons, with valid comments on how they are conveyed, e.g. The newspaper article believes the whale hunt was horrible and bloody, as well as being against international law. It uses emotive language, describing the whales as 'innocent' to gain readers’ sympathy and writes how the whales were 'violently dragged' up on the beach and 'ruthlessly slaughtered'. In contrast, Cheever creates a picture of the whale as a dangerous, threatening creature, using words and phrases that emphasise this, such as 'enraged whale', 'monster' and 'horrid jaws'.

Qsn 6 mark scheme Give 9-10 marks to those who make comparisons that are sustained and detailed, showing clear understanding of how they are conveyed, e.g. The newspaper article is strongly against the Faroes whale hunt and uses a quote from a spokesman from Sea Shepherd to claim that it is against international law. It uses very powerful, emotive language to contrast the 'innocent' whale with the savagery of the locals who 'ruthlessly slaughtered' the whales. He calls the killing a 'gruesome spectacle' to emphasise how sickening the killing was. In contrast, Cheever seems to celebrate the killing of the whale and admires the whalers, implying they are brave and willing to take on the challenge of the hunt. The whale is described as a dangerous 'monster', yet at its death Cheever is moved, describing the sight of the whale as 'painful’.

Qsn 6 mark scheme Give 9-10 marks to those who make comparisons that are sustained and detailed, showing clear understanding of how they are conveyed, e.g. The newspaper article is strongly against the Faroes whale hunt and uses a quote from a spokesman from Sea Shepherd to claim that it is against international law. It uses very powerful, emotive language to contrast the 'innocent' whale with the savagery of the locals who 'ruthlessly slaughtered' the whales. He calls the killing a 'gruesome spectacle' to emphasise how sickening the killing was. In contrast, Cheever seems to celebrate the killing of the whale and admires the whalers, implying they are brave and willing to take on the challenge of the hunt. The whale is described as a dangerous 'monster', yet at its death Cheever is moved, describing the sight of the whale as 'painful’.