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Its trunk stood beyond the temporary shelter where we left our survey bags. I knew the pale scar on one branch, the root which lifted the track and the place where the canopy opened enough for a patch of light. On Tuesday, I stopped there to copy a number from a marker into my book. > The crack sounded like a thick board splitting close to my ear. I looked at the book first, as though something in my hand had made it. Then the canopy moved in a way I had never seen: not leaves moving separately in wind, but a whole section of sky being carried sideways. I heard branches strike other branches. Something heavy hit the track, and the ground answered through the soles of my boots. > For several seconds I remained crouched behind the shelter’s low wall. Dust settled on the open page. A beetle crossed the stone beside my hand with astonishing purpose. I could not connect its small, complete journey with the enormous unfinished event beyond the wall. I had no pain anywhere. I checked that fact repeatedly, moving my fingers, then becoming afraid that moving anything might attract another fall. > The tree lay across the route back to the vehicle. My bag was beyond it. Inside the bag were keys, lunch and the form recording the morning’s work. I began calculating how I might reach it before remembering that collecting a sandwich was not the problem which needed solving. The fallen trunk had changed what could be assumed about the area. My ordinary plan had ended, even though its objects remained in their usual places. > I called my colleague on the radio. She asked where I was, whether I was hurt and what I could see. I wanted to say that it had nearly killed me. That might have expressed the size of my fear, but it would not describe the position clearly. I gave her the marker number, explained the blocked track and stayed where I was while help and an assessment were arranged. > The woods became quiet again. That was not reassuring in the way it had been yesterday. Every small settling sound seemed to offer another explanation of what might happen next. I watched the dust stop moving on the page. The number I had copied was still legible, precise and irrelevant for the moment. When my colleague called again, I answered with the same location. I could give her that much certainty. The rest of the morning would have to begin from there. **Source B: From 127 Hours: Between a Rock and a Hard Place — Aron Ralston** [Read Source B in the official Pearson anthology](https://qualifications.pearson.com/content/dam/pdf/International%20GCSE/English%20Language%20A/2016/Teaching%20and%20learning%20materials/9781446931080-int-gcse-eng-ant.pdf#page=16) (printed pages 10–11). Compare how the writers present their ideas and perspectives about how people respond when a familiar situation suddenly becomes threatening. Support your answer with detailed examples from both texts, including brief quotations.99:T14e1,**Marking guidance** **AO3: compare ideas, perspectives and their presentation** 22 marks - **Level 1:** Describes ideas or methods with little or no comparison and limited reference to the texts. 1–4 marks - **Level 2:** Makes obvious comparisons and comments on ideas, perspectives or methods; valid references are not developed. 5–8 marks - **Level 3:** Explains a range of comparisons in ideas, perspectives and their presentation, supported by relevant references. 9–13 marks - **Level 4:** Explores a wide range of comparisons in ideas and perspectives, including how language or structure conveys them; detailed, balanced references support the discussion. 14–18 marks - **Level 5:** Analyses varied, comprehensive comparisons perceptively, using discriminating, balanced evidence from both texts to explain how ideas and perspectives are conveyed. 19–22 marks - Nothing rewardable. 0 marks Use best fit. A response considering only one text cannot exceed 8 marks. These are original practice descriptors aligned with Pearson's AO3 levels and ranges. Reward connections and contrasts supported by both texts, including how language, tone, viewpoint or structure conveys the perspectives. Two separate summaries without developed connections are insufficient for the higher levels. **Question-specific comparisons** - Both narrators begin with an assessed outdoor working route before a sudden movement transforms their surroundings. - Source A delays full understanding of the crack until the fallen tree blocks the track; Ralston describes the moving boulder’s immediate bodily consequences. - Sensory details narrow attention and expose involuntary responses which professional knowledge cannot simply prevent. - The surveyor’s impulse to collect equipment competes with a need to reassess a changed environment. - Source A has a colleague available for contact, unlike the solitary entrapment in Ralston’s extract. - The surveyor waits for an assessment without claiming everything is safe; Ralston’s extract ends with failed efforts and no release. **Model answer** Both writers show a familiar outdoor situation becoming threatening through a sudden movement which changes what the narrator can control. Ralston describes a boulder trapping him in a canyon, while Source A follows a surveyor narrowly affected by a falling tree. Both make practical familiarity coexist with an involuntary physical response, although only Ralston’s narrator is bodily trapped. Source A begins with repeated visits and exact landmarks. The scar, raised root and opening in the canopy show that the tree belongs to a known working route rather than an obviously unknown danger. Ralston similarly assesses his route before the boulder moves. In both texts, initial observation establishes competence, making the later event a disruption of an informed plan rather than a simple consequence of ignorance. The movement is then experienced before it is fully understood. Source A’s narrator initially looks at the book for the source of the crack, revealing a mind trying to place an extraordinary sound within the nearest ordinary object. The image of sky being carried sideways makes the falling canopy feel larger than a single branch. Ralston’s account instead concentrates on the immediate movement of the boulder and its consequences for the body. Both use close sensory sequencing to keep the reader inside the event rather than supplying a detached summary afterwards. Their physical responses also resist easy control. The surveyor repeatedly checks for pain and fears that movement might prompt another fall. The beetle’s purposeful crossing contrasts with the narrator’s inability to form a useful next action. Ralston’s practical thinking likewise operates alongside pain and alarm. Both accounts therefore challenge an assumption that expertise makes fear disappear; knowledge has to function within a body already responding to danger. There is a significant difference in the actions available. Source A’s narrator briefly calculates how to collect a bag, then recognises that the original task no longer defines the problem. Contact with a colleague allows a clear location and description to become useful. Ralston’s attempts are directed at changing the physical entrapment itself, without a colleague immediately organising support. The comparison reveals different forms of judgement: one must abandon an irrelevant plan, while the other must continue testing the narrow possibilities of escape. Finally, neither extract gives a completed return to safety. Source A restores quiet, but changes its meaning so that it no longer guarantees reassurance. The legible number in the notebook represents a limited certainty while an assessment is awaited. Ralston’s extract ends with unsuccessful efforts and no release. Together, the writers show how a sudden threat can make a known environment unfamiliar, leaving practical thought necessary but unable to restore the earlier sense of control immediately. This is one possible response, not a required script. Credit other supported comparisons and judge the response against the assessment criteria.9a:T1364,**Marking guidance** **AO2: language and structure** 12 marks - **Level 1:** Basic identification of language or structural devices, with little explanation of their effects and limited textual reference. 1–2 marks - **Level 2:** Some understanding and comment on language and structure; valid references are selected but their significance is not developed. 3–4 marks - **Level 3:** Clear understanding and explanation of language and structural choices and their effects; relevant evidence supports the points. 5–7 marks - **Level 4:** Thorough exploration of language and structure, supported confidently by detailed, well-selected references. 8–10 marks - **Level 5:** Perceptive, discriminating analysis of language and structural choices, with evidence selected precisely to clarify their effects. 11–12 marks - Nothing rewardable. 0 marks Use best fit across the whole response. These are original practice descriptors aligned to Pearson's AO2 levels and mark ranges. Reward developed analysis of both language and structure in relation to the question. Identifying techniques or retelling events is insufficient on its own; do not require a fixed paragraph structure or a particular interpretation. **Question-specific points** - The opening distinguishes one remembered face from the many encountered. - Named family members prevent suffering from remaining only a statistic. - The contradiction between severe physical decline and attempts at dignity complicates disgust. - The smile is defined through rejected explanations before the translator clarifies it. - The active/passive contrast exposes the unequal relationship between reporter and subject. - The closing regret over the missing name qualifies the reporter’s claim to understanding. **Model answer** Alagiah presents dignity as something that persists in circumstances which threaten to obscure it from an observer. His account does not conceal the physical extremity of suffering. Instead, its movement towards one man's smile makes the reporter recognise that seeing bodily decline is not the same as fully acknowledging the person who experiences it. The opening places a single memorable face against the large number encountered during his reporting. That contrast establishes an individual as the destination of the narrative before the reader knows what makes the encounter significant. The people described next are therefore not simply a background catalogue. They show the conditions in which the reporter has become accustomed to looking and the emotional categories through which he initially responds. The account of the two sisters gives particular names and ages to those conditions. The mother's absence while seeking food creates a painful contrast between an action intended to preserve life and a death she cannot prevent. The quietness of the death also resists an expectation that extreme loss must announce itself through dramatic noise. Alagiah makes the absence of spectacle part of the suffering that deserves attention. His explicit admission of disgust then complicates any easy claim to compassionate understanding. The body is presented through sensory details that can repel the observer. However, he places efforts to cover the body and retain the tools of ordinary work alongside this decline. The explicit reference to “dignity” prevents the physical description from defining the whole person. Such gestures make dignity visible as an intention, even when the circumstances leave almost no means of protecting it. The people remain concerned with how they appear and who they have been. The smile becomes the turning point because it does not fit the meanings Alagiah expects. He rules out familiar explanations before asking his translator to establish what it expresses. This sequence makes interpretation necessary rather than automatic. The man's embarrassment reveals awareness of the reporter's gaze, and therefore a capacity to judge his own situation that the earlier distinction between observer and observed has overlooked. Alagiah then places the reporter's strength beside the man's exposed weakness. The question is no longer only how he feels about another person's condition, but what his own comfortable position should require of him. Dignity changes the direction of scrutiny. The ending preserves a limitation: he never learned the man's name. Addressing him personally despite that absence combines recognition with regret. The account therefore treats human dignity as a demand that reporting can answer only imperfectly, rather than as something the reporter confers by describing suffering movingly. This is one possible response, not a required script. Credit other interpretations supported by the prescribed extract and judge the analysis against the criteria.9b:Tc75,**Source A: The boat on the mantelpiece** **An original contemporary non-fiction-style practice text, written for this question.** > The model boat had taken me seven months. I had researched the original vessel, drawn the hull and made the tiny deck fittings from wire. At school, my teacher said the work showed patience and imagination. I carried that sentence home as carefully as the boat itself. My grandfather repaired things for a living, and I wanted to hear what patience and imagination sounded like in his voice. > He cleared a space on the kitchen table. I set the boat down, removed the cloth and waited. He looked at the deck, then lifted the edge slightly to examine the underside. His hands were large beside it. I found myself watching the calluses rather than the expression on his face. He asked whether the little cabin roof came off. I said yes. He nodded and said that would make repairs easier. > I explained that it was a scale model, not something which would be used on water. He said he understood. Then he asked how I had fixed the mast. I showed him the joint, and for the first time he smiled. It was a sound joint, he said. I knew this was praise. I also knew that the sentence I had brought home was still waiting somewhere outside the conversation. > I wanted to tell him about the imagined crew, the decisions made from old drawings and the week I had spent getting the curve of the bow right. Instead, I asked whether he thought it was good. The question sounded younger than I wanted. He turned the boat towards the window and said that I had made something which would last if it was looked after. He offered to build a protective case. > That evening, I felt ungrateful for being disappointed. Nobody had dismissed the model. My grandfather had given it a place on the mantelpiece until the case was ready, moving his own clock to make room. Yet he had admired the part he knew how to judge, and I had hoped that admiration would include everything I had wanted the boat to mean. > The next day, I showed him the drawings. We argued about one measurement, then looked up the original dimensions together. He listened while I explained the curve. I listened while he described why the case should not fit too tightly. The conversation was less perfect than the praise I had rehearsed and lasted much longer. > The boat is still on the mantelpiece. Visitors ask whether it floats. My grandfather tells them about the joint beneath the mast. Sometimes he asks me to explain the drawing too. I have learned to hear the first account as his way of valuing it, without pretending that it is the whole of mine. **Source B: From Chinese Cinderella — Adeline Yen Mah** [Read Source B in the official Pearson anthology](https://qualifications.pearson.com/content/dam/pdf/International%20GCSE/English%20Language%20A/2016/Teaching%20and%20learning%20materials/9781446931080-int-gcse-eng-ant.pdf#page=27) (printed pages 21–23). Compare how the writers present their ideas and perspectives about the importance and limitations of approval from a family member. Support your answer with detailed examples from both texts, including brief quotations.9c:T14d8,**Marking guidance** **AO3: compare ideas, perspectives and their presentation** 22 marks - **Level 1:** Describes ideas or methods with little or no comparison and limited reference to the texts. 1–4 marks - **Level 2:** Makes obvious comparisons and comments on ideas, perspectives or methods; valid references are not developed. 5–8 marks - **Level 3:** Explains a range of comparisons in ideas, perspectives and their presentation, supported by relevant references. 9–13 marks - **Level 4:** Explores a wide range of comparisons in ideas and perspectives, including how language or structure conveys them; detailed, balanced references support the discussion. 14–18 marks - **Level 5:** Analyses varied, comprehensive comparisons perceptively, using discriminating, balanced evidence from both texts to explain how ideas and perspectives are conveyed. 19–22 marks - Nothing rewardable. 0 marks Use best fit. A response considering only one text cannot exceed 8 marks. These are original practice descriptors aligned with Pearson's AO3 levels and ranges. Reward connections and contrasts supported by both texts, including how language, tone, viewpoint or structure conveys the perspectives. Two separate summaries without developed connections are insufficient for the higher levels. **Question-specific comparisons** - Both narrators strongly desire a family member’s recognition and experience approval as emotionally significant. - Source A’s imagined praise conflicts with a grandfather’s practical measure of workmanship; Adeline’s prize becomes important through her father’s public pride. - Concrete objects and close bodily observation reveal feelings which are not fully spoken. - Both family members interpret the achievement through their own priorities rather than adopting the narrator’s whole ambition. - Source A’s quiet dialogue permits a limited negotiation of meaning; Adeline’s conversation leads to opportunity on terms defined by her father. - Neither ending makes gratitude equivalent to complete agreement or emotional equality. **Model answer** Both writers present approval from a family member as emotionally important but limited by that person’s own priorities. Adeline’s achievement creates a rare moment of paternal pride and an opportunity for further study, while Source A follows a teenager hoping a grandfather will recognise the imagination in a model boat. Both distinguish receiving praise from having one’s full ambition understood. Source A establishes that desire through the teacher’s sentence, carried home as carefully as the model. The comparison makes words of approval into something fragile and valuable. Adeline likewise experiences recognition as more than a routine response to success because of the anxious relationship surrounding the meeting with her father. Both narrators therefore give the family member’s reaction an emotional weight which the achievement alone cannot satisfy. The writers use physical details to reveal what is difficult to say. In Source A, the grandfather’s large hands and calluses dominate the narrator’s attention while judgement is awaited. Watching the hands instead of the face suggests apprehension about the answer. Adeline’s fearful anticipation and close attention to her father’s response similarly make the encounter tense before its meaning is clear. Both place readers within the younger person’s sensitivity to small signs of acceptance. However, approval arrives through another person’s frame of reference. The grandfather values repairability, a sound joint and durability, whereas the teenager wants imagination and research recognised. Adeline’s father takes pride in a success which has gained public notice, and later defines an acceptable educational future through his own priorities. Both family members genuinely approve of something, but that approval does not automatically include everything the narrator values about the achievement. The conversations then develop differently. Source A allows a gradual negotiation through drawings, measurements and a protective case. The teenager begins to understand the grandfather’s practical language without treating it as the whole meaning of the boat. Adeline’s conversation gives a much more unequal distribution of authority: the opportunity to go to England is real, but literature is rejected and medicine is imposed as the route. The comparison therefore reveals a difference between partial mutual adjustment and a future whose terms are largely decided by the parent. Finally, neither ending makes gratitude identical to agreement. Source A hears the account of the joint as one genuine form of value while preserving a separate account of imagination. Adeline’s thanks expresses the importance of being allowed to study abroad without erasing the constraint on her chosen subject. Together, the texts show that family approval can open a possibility and still leave part of a person’s hopes outside the conversation. This is one possible response, not a required script. 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