8e:"UserProgressProvider" 8f:I[651451,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"$8e"] 90:I[196793,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"Gingerbread"] 92:"TopicRecentlyViewed" 93:I[716297,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"$92"] 94:"RecordResourceResume" 95:I[647935,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"$94"] 96:"TopicQuestionBank" 97:I[426249,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"$96"] 98:T1354,**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 contrasts a previous farcical result with the near possibility of tragedy. - A chronological account follows the call, signals, coordination and pickup. - Times and distances establish duration, remoteness and practical effort. - Named rescue organisations make the response collective and substantial. - Poor visibility interrupts one helicopter’s attempt, showing risk to rescuers too. - Survival equipment and clear local conditions are acknowledged, but an explorer’s assessment preserves the seriousness of the outcome. **Model answer** Morris conveys danger partly through the contrast between the explorers' small craft and the large response needed after it fails. The rescue is made understandable through a chronological sequence, but times, distances and the number of organisations involved prevent that clarity from making the operation appear effortless. The opening moves from the ridicule of a previous expedition to the possibility of death in the latest one. The word “tragedy” interrupts the comic frame. It establishes that, however questionable the judgement behind the adventure may be, the consequences are not merely embarrassing. The men have entered a situation in which the outcome could have been fatal. Details of the aircraft and location then give that danger a practical scale. A small helicopter with a single engine is placed against a hostile environment and a substantial distance from land. The mismatch encourages the reader to imagine how little protection the craft offers if something goes wrong. This is reinforced by the need to enter a liferaft after the aircraft reaches the sea. The subsequent chronological account follows several routes through which help is summoned. A phone call reaches the wife, while signals from equipment are received and passed between organisations. These separate strands show that rescue depends on communication beyond the accident site. The explorers cannot simply extract themselves from the situation using the same vehicle that brought them there. Precise times and distances make the response measurable. The operation occupies hours rather than a brief interruption, and ships or helicopters must cover considerable ground before they can help. Such figures give an impression of reportorial accuracy while also allowing readers to recognise remoteness as an obstacle. The sea is not only a dramatic setting; it affects the time and resources required. Naming several services widens the scale further. The response involves coordination across organisations and countries, so the apparent adventure of two men becomes work for many others. One helicopter being forced back by visibility shows that the danger is not restricted to the original participants. Even equipment sent specifically to rescue them faces environmental limits. The article acknowledges facts that might appear reassuring, including survival suits and clear conditions where the men entered the water. However, an experienced observer's assessment still makes their survival seem exceptional. This qualification stops equipment alone from being treated as proof that the risk was controlled. By combining orderly narration with evidence of distance, failed attempts and collective effort, Morris presents the rescue as a serious operation rather than a convenient mechanism for ending an adventurous story. 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:T13f8,**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 headline addresses young readers in an affirming, informal voice. - Creative occupations counter an identity defined only by difficulty. - First-person experience challenges the equation of dyslexia with low intelligence. - Success is accompanied by continuing difficulties, avoiding a simple cure narrative. - Direct address shifts responsibility away from the reader’s supposed defect. - The final collective pronouns and reported conversations create solidarity. **Model answer** Zephaniah encourages dyslexic readers by separating difficulty with conventional written tasks from lack of intelligence or creative worth. His personal history gives the encouragement credibility, while direct address and collective language make it available to readers rather than presenting his success as an exceptional case they can only admire. The repeated “we” offers an identity the reader can join rather than a success viewed from outside. The headline establishes an informal relationship with young people. Its question recognises an identity that might otherwise be introduced as a problem, then answers in an energetic affirmative register. This matters because the reader is not required to wait through a history of failure before encountering a positive possibility. The opening emphasis on creative professions similarly offers roles associated with designing and making rather than deficiency. The childhood anecdotes make the need for that alternative visible. Teachers interpret questions or difficulties through restrictive labels, yet the narrator recalls having ideas and poems before he could easily put them into conventional written form. Structurally, placing evidence of creativity alongside accounts of dismissal allows readers to distinguish the adult judgement from the child's actual capacities. His confidence is also carefully qualified. He admits misconduct and acknowledges other people's opportunities, rather than representing every event as proof of his superiority. The admission that others in prison share his intelligence prevents achievement from becoming a claim that those who have not succeeded must lack it. Opportunity and response matter, so identity cannot be reduced to one predetermined outcome. The later account of his career then supplies concrete evidence against the equation of dyslexia and incapacity. However, continuing spelling difficulties and the use of an actor at readings remain part of the successful adult life. This is crucial to the encouragement. Readers are not told that they must remove every difficulty before they can participate in creative work. Adaptation and help are presented as ways of working, not admissions that the work is invalid. Near the end, direct address challenges the reader's tendency to locate the whole problem inside themselves. The comparison with racial oppression makes the argument about unjust interpretation: being treated as inferior does not prove inferiority. The reader is encouraged to question the standard by which they are being judged. The closing movement towards shared pronouns gives that reassurance a social form. Conversations with children allow identification to work in both directions, and creative occupations recur as a collective claim. The structure moves from an isolated child's experiences towards a community in which difference can be spoken about with pride. Positive identity is therefore built through recognition, practical examples and solidarity, not through pretending that every difficulty has disappeared. 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:T1362,**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** - His enthusiasm grows when the narrator suggests joining the race. - The carefully timed entry establishes a successful practical judgement. - The list of driving abilities presents competence suited to an unruly environment. - Enjoyment, horn use and colourful language make his participation competitive. - Concern about the crowd shows that he can recognise a different kind of risk. - The final disclosure of age and licence status makes the reader reconsider the earlier admiration. **Model answer** Levine presents Yaqoob through a tension between demonstrated skill and the qualifications a reader might assume that skill implies. His driving works impressively within the chaos of the race, but the final disclosure changes the narrator's understanding of what she has trusted. The account therefore admires his performance without making it a straightforward example of safe judgement. The expression “nerves of steel” gives his confidence a forceful physical image. At first, his enthusiasm seems connected to the narrator's playful proposal. An activity that had not interested the young men becomes exciting when it offers the chance to join the moving convoy. This prepares the reader to see him not merely as an employee transporting a spectator, but as someone who wants a share in the event's competition. His entry onto the road provides an early display of competence. The timing is described as exact, and he obtains a strong viewing position. Because the sequence reports a successful action rather than simply calling him talented, the reader is given evidence for the narrator's confidence. His ability seems particularly valuable in a situation where an error of timing could immediately cost position or cause a collision. The subsequent list of requirements develops that competence in a distinctive way. Quick reflexes, nerve, steering and an effective horn belong to a disorderly environment rather than normal lane discipline. The comparison with unrestricted racing makes his performance seem energetic and resourceful. However, those same details also prevent the admiration from becoming wholly reassuring. The rules by which success is measured are themselves unstable. His pleasure reinforces this ambiguity. He enjoys the test and responds competitively when other vehicles try to pass. The narrator's description of increasingly colourful language gives personality to the performance without reproducing every word. His emotional investment makes him an active participant in the unofficial race behind the donkeys, not an indifferent technician carrying out instructions. When the dispute at the end becomes threatening, he and Iqbal prefer to leave. This shows that risk-taking is not presented as a total inability to recognise danger. They distinguish between the pleasure of manoeuvring in the convoy and the volatility of an angry crowd. Their concern briefly restores the narrator's dependence on their local judgement. The final statement about being too young to hold a licence then revises the whole portrayal. The reader, like Levine, may have assumed formal experience from visible ability. The delayed information separates those two things. His skill has not been invented, but the narrator's earlier feeling of security is exposed as incomplete. Ending on that revelation allows admiration, humour and retrospective alarm to remain together. This is one possible response, not a required script. 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1.1 Content overview

Question 63

1.1 Content overview Questions

1.1 Content overview

Question 63

1.1 Content overview Questions