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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 scale of the opening gives way to specific people and bodily details. - The route from a note to the remote hamlet emphasises its separation from assistance. - The mother seeking roots and returning after a daughter’s death exposes the limits of desperate effort. - The restrained account of death contrasts with graphic description of the older woman. - Sensory language prevents the experience from remaining a distant visual image. - The later return to dignity and the smile complicates a purely sensational response. **Model answer** Alagiah makes the severity of suffering difficult to keep at a distance by combining particular lives with physical details and reflective interruption. The passage does not rely on one repeated emotional register. Quiet death, severe injury and the reporter's troubled reactions produce different kinds of discomfort, while the later smile asks the reader to look beyond horror alone. The opening briefly establishes a large number of frightened and hungry people, but the narrative then narrows towards a remote hamlet. The directions taken from his notebook give the location a practical reality. Their sequence carries the reader away from the main road and towards a place assistance has not yet reached. Suffering is therefore situated somewhere specific, rather than presented as an undefined condition spread across an entire country. The account of Amina and her daughters makes that severity personal. Names and ages distinguish the children from an anonymous group. Their mother's search for edible roots shows effort continuing at the edge of what is possible. Placing the daughter's death before the mother's return creates a painful gap between intention and result. An action undertaken to keep both children alive cannot guarantee even the brief time needed to complete it. The language of the death is strikingly restrained. Absence of rage or sound denies the kind of dramatic scene a distant observer might expect. The short statement “Habiba had died” has a finality that cannot be softened by the explanation surrounding it. This quiet account prepares a contrast with the older woman's injury, where physical detail becomes much harder to avoid. Smell, colour and the description of damaged flesh involve more than sight. Such sensory emphasis challenges the cleaner experience of watching a television image from elsewhere. The comparison used for the shape of the damaged leg gives the reader a recognisable form, but recognition makes the distortion more disturbing rather than making it ordinary. Her continuing breaths suggest repeated effort instead of an isolated moment captured by the reporter. However, Alagiah also exposes the danger of seeking ever stronger shocks. His admission about journalists' desensitisation means the passage cannot be read simply as a demand for increasingly graphic evidence. The later gestures of dignity and the smile redirect attention towards how people experience the gaze turned on them. The structure thus makes readers confront both the material extremity of suffering and the inadequacy of treating it as spectacle. The details matter because they belong to people with awareness and dignity, not merely because they are capable of producing a strong reaction in a protected audience. This is one possible response, not a required script. Credit other interpretations supported by the prescribed extract and judge the analysis against the criteria.99:T13cc,**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 correction of her mother’s account of reading establishes an informal, self-aware voice. - The burden placed on her mother by the childhood illustrated stories adds affectionate self-mockery. - Weather and food contrasts expose imitation through concrete incongruity. - The roommate’s expectation of music is punctured by a recognisable popular performer. - Humorous moments lead into explicit reflection rather than replacing the argument. - The later admissions of prejudice prevent the conversational confidence becoming self-congratulation. **Model answer** Adichie's humour invites the audience into an argument that could otherwise feel accusatory. Her conversational voice makes mistaken assumptions recognisable in ordinary life, while the placement of reflection after the anecdotes ensures that amusement becomes a route towards scrutiny rather than an escape from it. At the beginning, she lightly disputes her mother's memory of how early she learned to read. This small qualification is not necessary to establish the speech's subject, but it creates a personal relationship with listeners. She is willing to question a flattering account of herself. The effect is to make her sound observant and candid instead of presenting childhood as evidence of extraordinary destiny. The account of her early writing continues this self-aware tone. The affectionate description “poor mother” makes the audience hear a mild joke at the speaker’s own expense. Her mother is imagined as obliged to read the illustrated stories. The affection of the detail makes the child both enthusiastic and gently ridiculous. Listeners can enjoy that enthusiasm without being asked to accept her early work as remarkable. It also makes the following explanation of influence easier to hear, because she first exposes the limits of her own imagination. The contrast between the imported fictional world and Nigerian everyday life supplies another kind of humour. Weather, food and appearance are specific, ordinary details, so their mismatch is immediately understandable. The child copies conversations about sunshine despite living somewhere those conversations would not have the same purpose. Rather than merely announcing that representation affects readers, Adichie allows listeners to notice the incongruity themselves. The explanation then follows the discovery they have just made. A similar pattern appears in the roommate anecdote. The expectation of unfamiliar cultural music is answered with a tape by Mariah Carey. The abrupt move from an exoticising category to a widely recognisable popular performer punctures the expectation. The comic timing exposes the distance between the roommate's imagined Africa and Adichie's actual preferences without requiring a long rebuttal. However, the speech does not remain in a tone of amused superiority. Reflection after the anecdote explains the harm to equality, and the Mexico episode later makes the speaker confront her own restricted judgement. That change in emotional register is important. Listeners who have laughed at a mistake are not permitted to assume that only foolish outsiders make it. The conversational transitions therefore support a serious persuasive design. They move between memory, amusement and interpretation, making the argument accessible while preserving its consequences. Humour creates enough openness for the audience to listen; self-criticism then asks them to use that openness on their own assumptions as well. This is one possible response, not a required script. Credit other interpretations supported by the prescribed extract and judge the analysis against the criteria.9a:Tbd8,**Source A: The last platform** **An original contemporary non-fiction-style practice text, written for this question.** > At 10.47, the station seemed to be holding its breath. > > Sam's train had been due twelve minutes earlier. I stood beneath the departure board, watching the words beside the 10.35 service change from **EXPECTED 10.52** to **EXPECTED 11.06**. Then the time vanished altogether. In its place appeared one word: **DELAYED**. > > I checked my phone again. Sam's last message, sent at 10.21, still said, ‘Nearly there.’ Beneath it, the red battery symbol had shrunk to a thread. I had promised Mum that I would meet him. He was fifteen and perfectly capable of walking home, but the road from the station was dark and the rain had been falling since afternoon. > > I had thought silence would be quiet. It was not. The lights buzzed above me. Rain tapped impatient fingers against the glass roof. Somewhere behind the ticket office, a machine gave a sudden mechanical cough and began humming. Every sound seemed to announce something, but none of them announced Sam. > > The other passengers disappeared in ones and twos. A man folded his newspaper and left. Two students called for a lift. The station worker swept around my shoes before pulling a metal shutter across the café. Its crash travelled along the empty platform. > > ‘The delayed service will arrive shortly,’ said the recorded voice. > > Shortly. The word floated above the tracks, meaning nothing. > > At 11.09, a white light appeared beyond the bridge. It grew quickly, polishing the wet rails ahead of it. I stepped towards the platform edge. The rails began to sing. Wind pushed at my coat as the train rushed closer — and passed without stopping. For several seconds, its bright windows flickered in front of me. Then there was only darkness again. > > I called Sam. The phone rang once and went silent. My screen turned black. > > Three minutes later, another light appeared. This one moved more slowly. The station worker looked up from his broom and nodded. I watched the train approach as if staring could pull it towards me. Its brakes screamed. The first carriage slid past, then the second, then the third. > > The doors opened. > > A woman stepped down. Then a tired-looking man. Then nobody. > > No Sam. > > A whistle rose to the guard's lips. At the final door, a hand struck the window. Sam's face appeared behind the glass, his hair flattened by the rain and his mouth stretched into an apologetic grin. > > The doors opened once more. Only when he stepped onto the platform did the station seem to breathe out. How does the writer use language and structure to make the reader increasingly anxious during the wait for Sam? In your response, you should write about: - the description of the station and its sounds - the use of time and repeated delays - the changes of focus as the trains approach and the effect of the ending. Support your response with detailed references to the text, including short quotations.9b:Tcd9,**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 indicative content** - The precise opening time and the immediate information that the train is late establish urgency and place the reader inside an ongoing wait. - The personification of the station as ‘holding its breath’ presents the setting as tense and anticipates the return to breathing at the end. - The departure board's movement from two later times to the indefinite word ‘DELAYED’ removes certainty and makes the wait feel increasingly uncontrolled. - The shrinking battery symbol and the failed telephone call reduce the narrator's ability to obtain information, increasing the narrator’s isolation. - Personification and sound imagery, such as rain tapping ‘impatient fingers’, the buzzing lights and the crashing shutter, make ordinary station noises seem threatening or unsettling. - The gradual departure of the other passengers and the closing café make the station feel emptier and leave the narrator increasingly alone. - The recorded announcement and the narrator’s isolated repetition of “Shortly” expose the vagueness of the promise and convey frustration. - The first approaching light creates a false climax. The pace quickens through movement and sound before the train passes without stopping, returning the reader to darkness and delay. - When the correct train arrives, the focus narrows from the whole station to individual carriages, doors and passengers, extending the wait through a sequence of small details. - Short sentences and fragments such as ‘The doors opened’ and ‘No Sam’ slow the final moments and emphasise the narrator's fear that Sam is missing. - Sam's appearance at the final door delays the resolution until the last possible moment. - The ending returns to the opening image of the station breathing, creating a circular structure while signalling relief. 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1.1 Content overview

Question 99

1.1 Content overview Questions

1.1 Content overview

Question 99

1.1 Content overview Questions