2021 Paper 1: Sample Response 2 (Tandoori Food)
This is the second sample response to the May 2021 Paper 1 examination, an article on tandoori cooking, published in The New York Times Magazine. Because of copyright, we cannot reproduce the examination on the site. However, you can find the article here (which, in the examination, ends at ‘or they will turn pasty during cooking’). The article is multimodal, containing a small image of tandoori food, and with a headline published in a font worth further consideration.
The guiding question is this: Discuss how different features are used on this webpage to create an impression of Indian culture.
This is another excellent exemplar. It is extremely well-organized. It focuses on the author and her choices very directly. It also shows what is possible in terms of length in an exam situation, coming in at over 1,100 words. Not all of you will be able to write this much, and some of you will be able to be more concise. It's not perfect (as seen in the grading), but it's still a very, very strong response.
Sample Guided Textual Analysis
2021 Paper 1 Sample Response 2 Tandoori Food
Guiding question: Discuss how different features are used on this webpage to create an impression of Indian culture.
2021 Paper 1 Sample Response 2 (Tandoori Food)
Despite their differences, almost all cultures agree on one thing: the importance of food. This is especially true in Indian culture and their beloved tandoori meal. This article, written by Julie Sahni, published online in The New York Times Magazine describes the history, preparation, and significance of the tandoori meal in Indian culture. The informative and descriptive text is aimed at an English-speaking audience who not only reads the magazine, but is also interested in knowing more about Indian culture and food. Sahni uses descriptive and factual language as well as a distinct structure to create an impression of Indian culture as vibrant and food-focused, but one that is also divided along class lines.
Looking at the article as a whole, the reader notices how Sahni uses the structural elements to display the vibrancy of Indian culture. This is immediately seen in the title: “Food; India’s Soul Food.” Sahni’s use of capital letters emphasizes the title, creating the impression that the words are almost being said aloud, jumping toward the reader and capturing their attention – for readers of the magazine, they want to know more about this food that is such a vital part of Indian culture. Furthermore, the words “soul food” reveal the symbolic nature of tandoori in Indian culture – a tandoori meal is more than just another dish; it nourishes the spirit and the spiritual connotations of “soul” may be alluding to the spirituality that is heavily present in Indian culture and Indian cooking. Sahni’s title also depicts the vibrancy in Indian culture as the soul is a sort of life energy, one that is intrinsic in all people. In addition to the title, Sahni’s inclusion of an image illustrating a bowl of tandoori meat sitting on a bed of onions serves to highlight to readers that Indian culture is exciting, as their food is brightly colored. This image is also inviting to the readers as it serves to appeal to their appetite. The size of the bowl also suggests that it is for sharing which is inviting and emphasizes the friendly nature of Indian culture. Thus, through the title and the image (two larger structural choices), Sahni introduces the reader to the exciting nature of Indian culture through its food.
Once the reader moves beyond the image and the title, and when they begin to engage with the rest of the article, they notice Sahni’s use of first-person perspective and flashback; these choices give insight into the importance of food in Indian culture. When Sahni describes her memories of eating tandoori, she first mentions “my friends and family” and plays on the repetition of the word “we.” Here, Sahni suggests that the preparation and consumption of food is a group activity and one that is done together with others. Sahni shows readers that in Indian culture, food is a tool to unite people and a time to spend with loved ones. Sahni’s first person perspective places readers within her memories, allowing readers to understand the significance and emotions connected to food. This proximity to the author creates a more vivid and lively setting that allows readers to relate this tender memory back to moments in their own lives. Through Sahni’s first person retelling of her precious memories, readers realize the importance of mealtimes in Indian culture.
In addition to the flashbacks, the author also employs a factual tone to convey the rich history of Indian culture. This is seen when Sahni recounts the historic development of tandoori in India in the 19th century. Sahni mentions how it moved from “Syria” to “Pakistan” ending up with what the “Pathans called [this] tandoori food.” This movement highlights to readers how interesting and complex the apparition of tandoori in India was and the sheer number of different influences Indian food (and culture) has had. Sahni’s mention of the 19th century and the geographic regions in Asia convey the academic tone used in this paragraph. Moreover, Sahni continues her factual tone by mentioning that tandoori is “low in fat and cholesterol” and how “the marinade breaks down proteins in the meat.” These scientific words suggest to readers that the preparation of food in India is so important that it is almost a science. Sahni’s factual tone reflects the seriousness of the integral role that food plays in Indian culture. In addition to this, Sahni explains that “wood charcoal” must be used in the preparation of tandoori and that “vines should be soaked.” Sahni’s instructive tone communicates to readers the steps that must be taken when preparing tandoori food and how meticulously it should be done. Therefore, through Sahni’s factual and instructive tone, she reveals to readers the rich history and tradition of Indian culture and food.
Finally, Sahni uses contrast between the nomads and the upper-class to show the divisions that exist in Indian culture. Sahni explains how tandoori was known as “low-class” which has connotations of being less than or on an inferior level. In other words, food and how it was eaten was different for the wealthy. Sahni emphasizes this contrast between the rich and the poor in India through her juxtaposition of the words “limousines” and “narrow alleyways.” The luxurious connotations of the word “limousine” directly contrasts with the confining road creating an image of a small, dark lane. Sahni creates a ridiculous image for readers, of a pompous owner who sends someone out in his expensive vehicle to get food as it struggles to fit through the roads that are designed for those on bikes or motorcycles. It is through this striking image that Sahni depicts the divisions that exist in India. Sahni further criticizes this stratification of society by using the word “servant.” There’s an almost degrading and demeaning connotation to the word, exposing the extreme inequality that is rooted in Indian culture. Here, in this paragraph, Sahni reveals to readers that tandoori food is loved by all in India, both the rich and poor alike. But in pointing this out to readers, she also highlights the large divide in social status and wealth amongst people in India and the difference in power that exists within the culture and country. In other words, there’s a tension underneath this seemingly amusing description that Sahni provides.
By the end of the article, Sahni has enlightened readers about the integral nature of food in Indian culture and what food means to them. There’s a vibrancy to the image and the title that is supported by the personal memories and flashbacks. But Sahni also exposes the significant divide in wealth in the country. For readers without prior knowledge or little understanding of Indian culture, Sahni’s article is extremely effective at conveying the happiness associated with Indian food and the rich history of how it came to be. Readers may be surprised by how meticulously it is prepared, and even if they are from a different culture, readers are able to relate to the universal joy of sharing food with loved one.
Word count: 1,156
Teacher's Comments
Criterion A: Understanding and interpretation (5 marks)
- To what extent does the student show an understanding of the text? What inferences can the student reasonably make?
- To what extent does the student support their claims with references to the text?
4 out of 5: While there is a thorough and perceptive understanding of the text, especially the more critical commentary about class, more direct references with more sustained interpretation of the subtleties of the text is needed to reach the highest band. However, this is on the upper end and close to reaching top marks.
Criterion B: Analysis and evaluation (5 marks)
- How well does the student does the student evaluate the ways in which language and style establish meaning and effect?
4 out of 5: There is an appropriate and at times insightful analysis of the author's choices. The response is author focused and it is clear the candidate understands the effect of these choices. However, it is not detailed enough in the analysis of those choices to reach the next band.
Criterion C: Focus and organisation (5 marks)
- How effectively does the student structure and present their ideas?
- How balanced and focused is the response?
5 out of 5: The analysis is effectively organized and coherent. The transitions between paragraphs are particularly effective.
Criterion D: Language (5 marks)
- How clear, varied, and accurate is the student’s language?
- To what extent is the student’s choice of register, style, and terminology appropriate?
5 out of 5: While the vocabulary does not wow the reader, it is consistently accurate with an effective register and style. It squeaks into the top band here because of the accuracy and academic register.