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The numbers were small, the boxes close together, and the clock above the board seemed to move whenever I looked down. I could explain how a cabinet should fit into an uneven alcove, but the written calculation on the sheet often came out wrong. After the third test, I stopped offering explanations. A wrong answer with a long explanation looked, to me, like a more embarrassing wrong answer. > In the workshop, I memorised what competent people looked like. They held the tape firmly, wrote a figure once and moved on. I copied the movement even when I needed to check the figure again. Sometimes I remembered the size as a rhythm before I could trust the digits on the page. I did not mention that. It sounded like something a person would say if they had failed to learn the proper method. > One afternoon, my supervisor asked me to describe how I had worked out a set of shelf positions. I thought she had found another error. Instead, she listened, then asked me to say the measurements while she wrote them in separate lines. The figures matched the explanation. We checked them against the drawing and the available space. Nothing had become easier about the arithmetic itself; the route between my reasoning and the record had become less crowded. > She did not announce that I had a special gift. She said that the current sheet was making it difficult to see what I knew, and that we should discuss a clearer working format with the tutor. That was a smaller statement than the reassurance I had secretly wanted. It was more useful. I could test it without having to become an extraordinary person first. > We began using larger spaces and a spoken check before I copied the final figures. I still made mistakes. Some were the ordinary mistakes of learning a trade, and some came from difficulties I had spent years hiding. Separating them took patience. It also made correction feel more precise: this line needed checking, rather than my entire future needing to be reconsidered. > Last week, a new apprentice watched me read a measurement aloud twice. He asked whether that was necessary. I said that it was necessary for me. Then I showed him the drawing and asked where he would place the next shelf. We talked about the space, which was the part of the work I had always wanted people to hear. **Source B: Young and dyslexic? You’ve got it going on — Benjamin Zephaniah** [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=18) (printed pages 12–13). Compare how the writers present their ideas and perspectives about the effects of being judged through a narrow measure of ability. Support your answer with detailed examples from both texts, including brief quotations.99:T158c,**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 challenge judgements which confuse difficulty with a particular task with lack of intelligence or potential. - Source A contrasts timed written measurements with accurate spoken reasoning; Zephaniah challenges school labels through his later work and understanding of dyslexia. - The apprentice’s memorised appearance of competence shows the emotional cost of a narrow assessment. - A supervisor’s specific question creates an alternative route to demonstrating knowledge without removing standards. - Zephaniah uses direct, conversational reflection and educational criticism; Source A develops one workplace episode with concrete measurement details. - Neither presents success as the disappearance of all difficulty; practical support and continuing self-knowledge remain important. **Model answer** Both writers challenge judgements of ability which are based too narrowly on difficulty with a particular form of learning. Zephaniah reflects on dyslexia, educational dismissal and the development of his work, while Source A follows an apprentice whose reasoning is obscured by written measurement tasks. Both distinguish an obstacle in demonstrating knowledge from an absence of knowledge itself. Source A establishes the pressure through the crowded sheet and the clock. The contrast between explaining a cabinet’s fit and producing an incorrect written calculation shows that the narrator’s understanding does not appear consistently in the assessed form. Zephaniah likewise questions educational labels which treated difficulty as evidence of limited potential. Both texts expose the emotional effect of such judgements: the apprentice stops explaining, while Zephaniah recalls an education which failed to recognise what he could become. The writers also reveal how people respond to that judgement. Source A’s narrator copies the appearance of competence, holding a tape and writing once even when another check is needed. The rhythm remembered before the digits shows a private method which the narrator is ashamed to acknowledge. Zephaniah’s conversational reflection similarly challenges the assumption that an unfamiliar way of processing language means an inability to think. Both make the reader consider the effort hidden behind an apparently simple task. However, their structures differ. Zephaniah ranges across school, later recognition and creative achievement, using his life to criticise a restrictive understanding of dyslexia. Source A develops a single workplace exchange in which a supervisor listens to an explanation and records measurements differently. The sequence of saying, writing and checking makes an alternative form of assessment concrete. It does not ask readers merely to believe that the apprentice is capable; it shows how capability can become visible. Both avoid turning support into flattering mythology. The supervisor does not declare the apprentice exceptionally gifted, but identifies a specific problem with the sheet. That modest statement can be tested and acted upon. Zephaniah’s account likewise should not be read as a claim that dyslexia is simply cured or that every difficulty becomes an automatic advantage. Success and continuing difficulty can coexist, and both texts make a more accurate understanding preferable to either dismissal or sentimental praise. Finally, Source A changes the narrator’s relationship with correction. A line can need checking without the whole future being placed in doubt. The closing conversation with another apprentice shows a method being explained openly rather than hidden. Zephaniah’s reflective voice similarly asserts a fuller account of ability than the early labels allowed. Together, the writers suggest that fair judgement requires asking how understanding is expressed, while preserving real standards rather than abandoning the work to reassuring slogans. This is one possible response, not a required script. Credit other supported comparisons and judge the response against the assessment criteria.9a:T139d,**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 prolonged wait contrasts with the sudden approaching crowd. - Small donkeys are surrounded by a disproportionately large convoy. - Accumulated sounds and spectator positions create a crowded sensory scene. - Comparisons with motor racing and uncontrolled traffic communicate speed and disorder. - The account describes two simultaneous competitions, widening the excitement beyond the donkeys. - The sudden fall interrupts acceleration and changes the energy into dispute. **Model answer** Levine conveys excitement by making the race expand beyond its two competing donkeys into an event that seems to occupy the whole road. Her narrative changes from prolonged waiting to dense movement and noise, then interrupts that momentum with an accident and argument. The reader experiences excitement as something the narrator joins rather than simply observes from a protected distance. The phrase “two races” explicitly reveals the widening competition. The opening plan gives the action an informal, playful frame. She wants to follow the race with her camera, and the young men welcome the opportunity. However, the long period in the car boot initially makes that enthusiasm look misplaced. Exaggerated duration and the almost comic lack of action stretch the wait. This creates a pronounced contrast when the anticipated event finally appears. The approaching race is larger than the narrator's original focus might suggest. Two donkey carts arrive with an extensive convoy behind them. The disproportion between the animals and their entourage makes the spectacle surprising. The reader has to shift attention from a small competition towards a much wider surge of people and vehicles. Sound then gives the approach physical force. Horns, bells, rattles, cheering and shouting accumulate, so no single noise controls the scene. The list of spectators occupying vehicle roofs, windows and other precarious positions similarly creates a sense of excess. The event appears to exceed ordinary arrangements for watching, turning participation itself into part of the spectacle. Once the car joins, the narrator's perspective moves inside that disorder. Comparisons with racing and uncontrolled urban traffic translate the experience into recognisable kinds of speed and competition. The combination makes the chase sound thrilling but not orderly. Skill is measured by finding temporary gaps and moving before someone else takes them, while the horn becomes another instrument in the contest. The distinction between two races is especially important. The donkeys compete in front, but their motorised spectators conduct their own struggle for position behind. This structural doubling means the narrator's car is not a neutral viewing platform. Its driver has become a competitor, and the reader follows his attempts as well as the animals'. Even oncoming traffic is forced to react, suggesting that the excitement has taken possession of the road. Near the finish, the straighter road and increased speed seem to prepare a conventional climax. The sudden fall instead stops the race before a simple celebratory resolution. Argument takes over from motion. That change does not erase the preceding excitement, but it shows how unstable its energy has been. Levine's sequence makes the event vivid through anticipation, sensory overload and active participation, while refusing to separate the thrill completely from its capacity to become dangerous. 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:Tbf4,**Source A: Beyond the orchard fence** **An original contemporary non-fiction-style practice text, written for this question.** > At the farm shop, the apples arrived in shallow wooden trays, each variety given a neat handwritten name. Beyond the shop windows, visitors could see the orchard on its slope. They often said how peaceful it looked. Most had never stood there at three in the morning, watching the beam of a torch tremble across a broken fence. > Wild boar came down from the scrub above us. They did not take a careful sample of each variety. They pushed through the wire, ate fallen fruit and rooted around the young trees. Last autumn, one night’s damage severed an irrigation pipe and left six newly planted trees leaning at angles we could not put right. The loss appeared later as a smaller order for boxes, fewer days of paid work and a bill for repairs which could not be paid in apples. > I called it an invasion until I saw a sow with two young animals at the lower gate. She stopped whenever I moved. The smaller ones kept close, nosing through the grass beneath her. There was nothing grand about the scene. They were hungry animals finding food. The word invasion had made them sound like a planned attack on our accounts. Watching them did not repair the pipe, but it made that word difficult to use again. > We tried stronger fencing, cleared windfalls and took turns checking the boundary. The first two weeks were exhausting. A neighbour suggested that we should simply stop growing fruit beside wild land, as though the orchard could be picked up and moved to a place without competing appetites. Another said the animals should all be removed. Neither suggestion described the work of the next morning: finding the gap, lifting the wire and deciding which repair we could afford. > I do not expect a visitor to admire every decision made by someone protecting a crop. A livelihood is not a permission slip for doing anything at all. Equally, sympathy costs very little when you can leave before the damaged trees are counted. We have to ask which precautions work, what they cost and what suffering they cause. These questions are slower than choosing a side. > Last night the torch caught a pair of eyes beyond the new fence. The animal waited, then turned towards the scrub. I was relieved. I also knew it would need food somewhere. In the morning, the trays in the shop looked as orderly as ever. I wrote another variety name on a card, then went back to check the lower gate. **Source B: From The Explorer’s Daughter — Kari Herbert** [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=12) (printed pages 6–7). Compare how the writers present their ideas and perspectives about the tensions between human needs and the lives of wild animals. Support your answer with detailed examples from both texts, including brief quotations.9c:T1560,**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 acknowledge an animal’s appeal while explaining the practical pressures on people who share its environment. - Source A’s food bills and damaged irrigation make the orchard an income rather than a picturesque setting; Herbert explains the need behind the hunt. - The boar’s measured search for fallen fruit challenges the narrator’s initial word invasion. - Both narrators occupy an uneasy position between sympathy for animals and understanding human livelihood. - Herbert’s movement between whale encounter and hunting community differs from Source A’s repeated nightly routine and unresolved boundary. - Neither text justifies reducing the conflict to an easy outside judgement; endings preserve necessity and discomfort. **Model answer** Both writers present human relationships with wild animals as a conflict between sympathy and practical need. Herbert considers the narwhal hunt in a community whose life depends on its environment, while Source A examines an orchard’s struggle with wild boar. Neither allows affection for an animal to remove the pressures on people, or human need to make every response automatically acceptable. Source A begins by contrasting a visitor’s peaceful view with the worker’s night-time experience. The orderly apple trays conceal broken fencing and lost work. The list of repairs, fewer paid days and bills gives the crop an economic meaning beyond its attractive appearance. Similarly, Herbert explains the practical importance of the hunt rather than presenting it merely as entertainment. Both therefore challenge an outside response which judges human activity without fully considering the conditions in which it occurs. However, both texts also make sympathy for the animal important. Source A’s encounter with the sow and her young replaces the narrator’s combative idea of an invasion with a quieter scene of hunger and caution. The movement of the young animals close to the adult encourages recognition of vulnerability without turning them into human characters. Herbert’s attention to the narwhal likewise makes the animal more than an available resource. In each account, descriptive detail complicates the practical argument: understanding need does not require the observer to stop seeing the creature’s life. The narrators’ positions are nevertheless different. Source A speaks as a worker directly responsible for maintaining the orchard, so the argument repeatedly returns to tasks which must be completed. Herbert’s account moves between the experience of the whale and an understanding of the hunting community, making the narrator’s divided loyalties central. Source A’s repeated boundary checks create a cyclical structure; Herbert’s changing focus develops the tension through an encounter and its surrounding context. Both structures prevent the issue from remaining an abstract debate. Source A also uses contrasting outside suggestions to expose the limits of simple solutions. Moving the orchard and removing all the animals both bypass the immediate work and the question of consequences. The statement that livelihood is not a permission slip qualifies the worker’s own position. Herbert similarly does not make the animal’s appeal cancel the community’s need. Both texts require a judgement attentive to circumstances rather than a quick choice of innocent and guilty sides. Finally, the boar’s retreat gives Source A only temporary relief. The narrator remembers that it still needs food and returns to the gate, leaving the conflict active. Herbert’s emphasis on necessity likewise leaves discomfort rather than a simple celebration of hunting. Together, the texts suggest that sharing an environment creates competing needs which responsible people must confront without pretending that sympathy alone settles them. This is one possible response, not a required script. 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