2021 Paper 1: Sample Response 1 (Tandoori Food)
One of the May 2021 Paper 1 examination texts was an article on tandoori cooking, published in The New York Times Magazine. The article was published in 1988, although this detail is not included in the examination paper. The New York Times did not begin publishing in digital format until 1996, so although the guiding question uses the word ‘webpage’, we (but not our students in examinations) can assume that the text was originally published in paper form. 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. However, most of the text is written and, on the surface, it seems like a reasonable text for exploration and manageable for most students in length and complexity.
The guiding question is this: Discuss how different features are used on this webpage to create an impression of Indian culture. My initial response to the guiding question was disappointment and perhaps a little bewilderment. The question, like a number of guiding questions, perhaps suggests that the meaning of the text is in the text, if only readers (our students, in this case) have the wherewithal to identify it. And, the question contains the word ‘culture’ which, Raymond Williams reminded us, is a really tricky, much contested word, and which our students, given potential interference from their other languages, may find trickier still. Lastly, the ‘answer’ to the question seems to be located in some parts of the text, and not in others. This, of course, asks students to identify and select relevant evidence, but may disadvantage less confident students, limiting their ability to range across the text in support of their response to the prompt.
For the next few days – somewhat longer than the time given to students in an examination – the guiding question went around my head like sneakers in a tumble dryer as I wondered whether in fact the question could be effectively answered. So, I took it to my first-year students where, over 3 lessons (of about 3.5 hours in total), we had a go at the task, using the guiding question. In the first lesson – the first hour or so – I let the students loose on the text. In the second lesson, I took some feedback; what were the challenges of the text and the guiding question? As a class, we discussed a range of things. Initially, we talked about the role of the reader; that is, the intended reader and what readers bring to a text. We suggested that although the text may have an intended or dominant reading, other, critical readings might be possible and we discussed possible negotiated and oppositional readings. We discussed too the thorny word ‘culture’, and decided – rightly or wrongly – that it would make sense to adopt a broad understanding of the word in approaching the guiding question. Finally, we revisited a few language and stylistic features familiar from the study of earlier texts. In the remainder of the lesson, students worked on their writing and were asked to submit a draft response after a further 30-minutes of homework. Students received individual written feedback on drafts, and were given a final further hour to edit their writing (which, by working with digital texts, was made reasonably straightforward).
On this page (below) we have published one student's excellent work. Would it receive full marks? Probably. Could a student have written this in an examination? Probably not. Where does this leave the guiding question; is it a ‘good’ question? More optimistic than following my initial encounter with the question, I would still say, on the whole, that it isn’t. But you may disagree (and we have a ‘comments’ section below for at least this purpose!). This said, my advice to students in examinations remains ‘use the guiding question to establish a thesis and your focus’. Following that advice – where students do – my students would have gone on to write about impressions of Indian culture.
Sample Guided Textual Analysis
Guided Textual Analysis (Tandoori Food)
Guiding Question: Discuss how different features are used on this webpage to create an impression of Indian culture.
Paper 1: May 2021 (Food; India’s Soul Food)
If you imagine India or Indian food, the ideas that form in your mind will depend in large part on your own identity, preconceptions, and lived experience. As an Indian born in rural Kerala, my experiences of India are first hand. I have, you could say, an emic perspective – the view of an Indian ‘insider’. The article from The New York Times Magazine is not, I suspect, intended for someone like me, someone who has insight and whose view of India is complex and certainly far from romanticised. Since the meaning of any text is co-dependent on the identity of its reader, it is this understanding of ‘American readers’ that the writer, Julie Sahni, uses to construct, and you could say manipulate, New York Times readers’ impression of Indian culture. Readers of The Times are not, obviously, a homogenous group, but they are likely to share certain traits; they are likely to be well-educated, in good employment, and with a sense that they are urbane and cosmopolitan. Most likely, they will be or view themselves as liberal and tolerant, the kind of people who advocate for the enriching benefits of multiculturalism. Moreover, this article is published in The New York Times Magazine. Although I am uncertain, I would suggest this is part of a weekend edition of The Times, and thus readers may have more time for slow, relaxed reading. These are important understandings, because it is on this basis that Sahni is able to construct her sense of India and its culture.
The headline, ‘FOOD; INDIA’S SOUL FOOD’ is likely to be the first thing that the reader encounters, and it immediately establishes an impression of India. The font itself has a particular paralinguistic function that readers may recognise as somehow connotative of India, and slightly exotic or ‘otherly’. Indeed, it is this idea of a romanticised, faraway place, unfamiliar and un-American that is, in part, essential to Sahni’s construction of India. The headline appears simple. It is only four words. However, the semi-colon that separates the first mention of ‘food’ and ‘India’s’ asks the reader to pause momentarily. What is to be discussed – the reader does not fully know at this stage – is not ‘just food’; in fact, it is ‘India’s soul food’, the soul food of, quite probably, the most populous nation on Earth. Although Sahni certainly exoticizes India, she does this through an idiom that American readers will recognize. Thus, the notion of ‘soul’ draws upon both the Hindu sense of the soul as the essence of the individual inner-self, and also a more American sense that shares the sense of a person’s essence, but may also evoke a sense of cosy comfort.
The idea of ‘more than food’ is extended into the opening of the first paragraph. The declarative first sentence tells readers that ‘TO AN INDIAN FAMILY, THE tandoori meal is not just food’. The modality of the sentence is high and apparently unequivocal. In a sense, otherwise intelligent readers of the Times Magazine are asked to suspend any disbelief or critical reflection. In India – a vast, heterogenous nation of some 1.3 billion people, with many starving – the meaning of the tandoori meal is, readers are asked to believe, a universally shared one. Of course, tandoori food is exactly that – it is food – but what is important in establishing a sense of Indian culture is that its meaning extends considerably beyond functional consumption. To make this obvious to the American reader, Sahni makes a comparison through the simile, ‘like Sunday supper’ which is ‘the high point of the week’. At this point, Sahni’s first-person perspective enters the narrative through the reminiscence of anecdote. The first-person perspective introduces the sense of ‘family’, and this is repeated in the recollection of ‘family and friends’ who gather to eat tandoori food. Sahni inserts herself as an expert insider, lending credibility to her narrative, reinforcing an idea that Indian culture values family and sociability (arguably in contrast to the apparent individualism of Americans) which are centrally important to Indian culture. The otherness of India is reinforced through Sahni’s description of ‘cool breezes at an outdoor concert in New Delhi under tamarind and mango trees.’ Any sense of New Delhi as vast, chaotic, and polluted are ignored. Instead, tactile and visual imagery creates a sense of tranquillity, sociability, and exoticism which the trees – tamarind and mango rather than spruce or pine – make obvious, and is far removed from the experience of most Americans. The food itself, cooked in a pit, is also unlike American cultural practices of cooking, and its richness seems apparent in the colourful ‘bright orange’ image that juxtaposes descriptions of ‘juicy morsels’.
The second paragraph shifts from an anecdote of eating tandoori meals to a discussion of the history of tandoori cooking which, readers learn, is ‘not an Indian invention’ but which, through cultural diffusionism, ‘originated in Syria’. In other words, Indian culture, like any culture, is not static, but relies on outside influence. This paragraph is full of imagery – visual, olfactory, and gustatory – that establish a sense of the ‘sweet smoky aroma and rich flavor’ of tandoori food. The preparation and cooking process is described in meticulous detail, and readers understand that time and care are required in tandoori cooking. This, again, may suggest a departure from the functionality of ‘fast’ American cooking and, by extension, an American life. Whereas America, it may be implied, values convenience, Indian culture values time well spent. The ‘otherness’ of India is again made obvious in this paragraph; geographical locations such as ‘the northwest frontier region’ and ethnic groups like ‘the Pathans’ are mentioned. Readers of The Times may not and do not need to understand this detail precisely for it to evoke a sense of a distant and strange place.
Sahni, of course, is writing for an American audience, and this is obvious in the third paragraph where readers learn that, in accordance with their own preferences, the ‘food is low in fat and cholesterol’. Indeed, much of the remainder of the article is about how, quite straightforwardly, Americans can cook tandoori food without ‘a pit to smoke’. Readers are told that ‘tandoori cooking is simple. It requires little time, effort or skill’. Thus, although the writer has gone to much length to defamiliarize readers through the rendering of Indian food and culture as ‘other-worldly’, readers are given the sense that aspects of it can be translated.
In other respects, too, Indian culture is described in terms that American readers may readily identify. In the fourth paragraph, for example, phrases and words such as ‘tandoori joint’, ‘taboo’ and ‘nomadic tribes’ contribute to the sense of exoticism. However, the paragraph is concerned with something quite familiar to the American reader: Social class. Readers learn that a historically ‘low-class’ dish eventually gained acceptance in Indian society as the ‘upper classes drove in limousines to the narrow alleyways, where they sent their servants to pick up tandoori food’. Although the detail may be different – an Indian rather than American scene – this is not dissimilar to the vast inequalities which exist in 21st century American society.
The American reader of The New York Times Magazine is offered a view of India, its people, and culture that establishes a mainly positive, romanticized perspective, perhaps a little ‘backward’, but underpinned by values of family and sociality, more valuable than convenience and in contrast to American individualism. The writer, herself, seems to be Indian, but she is writing for an American reader, and a critical reader might argue that the impression of Indian culture she creates is partial and sanitized; it is a limited view that, for the most part, fails to reveal the reality or complexity of Indian culture and society, becoming part of a long tradition of orientalism.