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">What is it? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44397/what-types-of-questions-will-be-asked.html" title="What types of questions will be asked?">What types of questions will be asked?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44398/how-am-i-graded.html" title="How am I graded?">How am I graded?</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44399/can-i-read-an-example-.html" title="Can I read an example? ">Can I read an example? </a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44400/paper-2-sample-response-1-never-let-me-go-and-extremely-loud-and.html" title="Paper 2: Sample Response 1 (Never Let Me Go and Extremely Loud and Incredibly Close)">Paper 2: Sample Response 1 (Never Let Me Go and Extremely Loud and Incredibly Close)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44401/paper-2-sample-response-2-the-reader-and-the-god-of-small-things.html" title="Paper 2: Sample Response 2 (The Reader and The God of Small Things) ">Paper 2: Sample Response 2 (The Reader and The God of Small Things) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../44402/paper-2-sample-response-3-a-dolls-house-and-the-crucible-.html" title="Paper 2: Sample Response 3 (A Doll’s House and The Crucible) ">Paper 2: Sample Response 3 (A Doll’s House and The Crucible) </a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44403/do-you-have-a-step-by-step-process-for-what-to-do-in-the-actual-.html" title="Do you have a step-by-step process for what to do in the actual exam? ">Do you have a step-by-step process for what to do in the actual exam? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44404/how-do-i-prepare-for-my-paper-2-exam-.html" title="How do I prepare for my Paper 2 exam? ">How do I prepare for my Paper 2 exam? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../44405/how-do-i-organize-my-paper-2-.html" title="How do I organize my Paper 2? 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">What is it? </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40158/what-is-a-line-of-inquiry.html" title="What is a line of inquiry?">What is a line of inquiry?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40160/how-am-i-graded.html" title="How am I graded?">How am I graded?</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40162/can-i-read-an-example-.html" title="Can I read an example? ">Can I read an example? </a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40152/model-example-1-szymborska-poetry-.html" title="Model example 1 (Szymborska Poetry) ">Model example 1 (Szymborska Poetry) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40154/model-example-2-george-monbiot.html" title="Model example 2 (George Monbiot)">Model example 2 (George Monbiot)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40153/model-example-3-white-noise-.html" title="Model example 3 (White Noise) ">Model example 3 (White Noise) </a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40240/can-you-help-me-with-the-entire-process.html" title="Can you help me with the entire process?">Can you help me with the entire process?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../40242/do-you-have-a-checklist-to-help-me-out.html" title="Do you have a checklist to help me out?">Do you have a checklist to help me out?</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../46964/learner-portfolio-.html" title="Learner Portfolio ">Learner Portfolio </a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../46965/more-about-the-learner-portfolio.html" title="More about the Learner Portfolio">More about the Learner Portfolio</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28558/the-course-.html" title="The course ">The course </a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i 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Portfolio">Formatting the Learner Portfolio</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28560/principles-of-course-design.html" title="Principles of course design">Principles of course design</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../29983/bodies-of-work.html" title="Bodies of work">Bodies of work</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../37316/bodies-of-work-a-curated-list.html" title="Bodies of Work - A Curated List">Bodies of Work - A Curated List</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28566/areas-of-exploration-.html" title="Areas of exploration ">Areas of exploration </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 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title="Teaching resources">Teaching resources</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28567/concepts-.html" title="Concepts ">Concepts </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28571/identity.html" title="Identity">Identity</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../29029/teaching-resources.html" title="Teaching resources">Teaching resources</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28572/culture.html" title="Culture">Culture</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28573/creativity.html" title="Creativity">Creativity</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28574/communication.html" title="Communication">Communication</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Teaching resources">Teaching resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31252/metoo-gender-and-power-.html" title="#MeToo - Gender and Power ">#MeToo - Gender and Power </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31255/fake-news-.html" title="Fake News ">Fake News </a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28575/perspective.html" title="Perspective">Perspective</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Teaching resources">Teaching resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31253/metoo-gender-and-power-.html" title="#MeToo - Gender and Power ">#MeToo - Gender and Power </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31734/exploring-the-natural-world-an-opinion-columnists-body-of-work-.html" title="Exploring the Natural World – An Opinion Columnist’s Body of Work ">Exploring the Natural World – An Opinion Columnist’s Body of Work </a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28576/transformation.html" title="Transformation">Transformation</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander 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style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30239/tips-.html" title="Tips ">Tips </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30222/criteria-.html" title="Criteria ">Criteria </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30240/skills-.html" title="Skills ">Skills </a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../30243/8-writing-tips-.html" title="8 writing tips ">8 writing tips </a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="P1 sample work">P1 sample work</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523953.html" title="May 2022 Paper 1s">May 2022 Paper 1s</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523976.html" title="November 2021 Paper 1s">November 2021 Paper 1s</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Pre-2021 Paper 1s">Pre-2021 Paper 1s</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../37572/paper-1-sample-response-8-mens-health-iii.html" title="Paper 1: Sample Response 8 (Men's Health iii)">Paper 1: Sample Response 8 (Men's Health iii)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../37338/paper-1-sample-response-9-justin-gatlin.html" title="Paper 1: Sample Response 9 (Justin Gatlin)">Paper 1: Sample Response 9 (Justin Gatlin)</a></li><li class="" style="padding-left: 56px"><i 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56px"><i class="expander fa fa-caret-right "></i><a class="" href="../../task/523983.html" title="Paper 1: Sample Response 14 (Aspen Trees)">Paper 1: Sample Response 14 (Aspen Trees)</a></li></ul></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30237/paper-1-practice-texts-to-go-.html" title="Paper 1: Practice Texts to Go ">Paper 1: Practice Texts to Go </a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28592/paper-2.html" title="Paper 2">Paper 2</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30255/tips-.html" title="Tips ">Tips </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30270/criteria-.html" title="Criteria ">Criteria </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30256/skills-.html" title="Skills ">Skills </a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../31697/revising-literary-works-for-paper-2.html" title="Revising Literary Works for Paper 2">Revising Literary Works for Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../30792/connecting-comparing-and-contrasting-in-paper-2.html" title="Connecting, Comparing and Contrasting in Paper 2">Connecting, Comparing and Contrasting in Paper 2</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../46727/resources-for-students.html" title="Resources for Students">Resources for Students</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46723/preparing-for-paper-2.html" title="Preparing for Paper 2">Preparing for Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46724/organizing-and-structuring-paper-2.html" title="Organizing and Structuring Paper 2">Organizing and Structuring Paper 2</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../46722/step-by-step-paper-2-process.html" title="Step-by-Step Paper 2 Process">Step-by-Step Paper 2 Process</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28602/p2-sample-work.html" title="P2 sample work">P2 sample work</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28593/higher-level-essay.html" title="Higher level essay">Higher level essay</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30557/tips.html" title="Tips">Tips</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30273/criteria-.html" title="Criteria ">Criteria </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30272/skills-.html" title="Skills ">Skills </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28606/hle-sample-work.html" title="HLE sample work">HLE sample work</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../28594/individual-oral.html" title="Individual oral">Individual oral</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../36433/resources.html" title="Resources">Resources</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../34550/introducing-the-individual-oral-to-students-a-powerpoint.html" title="Introducing the Individual Oral to Students (a PowerPoint)">Introducing the Individual Oral to Students (a PowerPoint)</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../36435/stages-of-support.html" title="Stages of Support">Stages of Support</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../32623/possible-outlines.html" title="Possible Outlines">Possible Outlines</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../36434/how-to-prepare-for-your-individual-oral.html" title="How to Prepare for Your Individual Oral">How to Prepare for Your Individual Oral</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30559/global-issues.html" title="Global issues">Global issues</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30558/criteria-.html" title="Criteria ">Criteria </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30271/skills-.html" title="Skills ">Skills </a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28610/io-sample-work.html" title="IO sample work">IO sample work</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="2021 Individual Orals">2021 Individual Orals</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../40184/2021-individual-oral-exemplar-1-brave-new-world-and-sara-rahbar.html" title="2021 Individual Oral: Exemplar 1 (Brave New World and Sara Rahbar)">2021 Individual Oral: Exemplar 1 (Brave New World and Sara Rahbar)</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Pre-2021 Individual Orals">Pre-2021 Individual Orals</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../36777/individual-oral-exemplar-4-macbeth-and-ww1-propaganda-poster.html" title="Individual Oral: Exemplar 4 (Macbeth and WW1 Propaganda Poster)">Individual Oral: Exemplar 4 (Macbeth and WW1 Propaganda Poster)</a></li></ul></ul></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../28556/resources-.html" title="Resources ">Resources </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../30276/glossary-of-key-terms-for-language-and-literature.html" title="Glossary of Key Terms for Language and Literature">Glossary of Key Terms for Language and Literature</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30277/-accent.html" title="- Accent">- Accent</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30278/-actual-reader.html" title="- Actual reader">- Actual reader</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30279/-actual-writer-.html" title="- Actual writer ">- Actual writer </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30353/-adjective-.html" title="- Adjective ">- Adjective </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30448/-adverb.html" title="- Adverb">- Adverb</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30449/-alliteration.html" title="- Alliteration">- Alliteration</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30451/-allusion.html" title="- Allusion">- Allusion</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30452/-analogy.html" title="- Analogy">- Analogy</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30454/-anti-advertising-.html" title="- Anti-advertising ">- Anti-advertising </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30455/-antithesis-.html" title="- Antithesis ">- Antithesis </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30457/-appeal-to-authority-.html" title="- Appeal to authority ">- Appeal to authority </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30459/-appeal-to-fear.html" title="- Appeal to fear">- Appeal to fear</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30460/-audience.html" title="- Audience">- Audience</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30462/-bandwagon-effect.html" title="- Bandwagon effect">- Bandwagon effect</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30463/-bias-.html" title="- Bias ">- Bias </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30464/-cacophony-.html" title="- Cacophony ">- Cacophony </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30466/-caesura-.html" title="- Caesura ">- Caesura </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30467/-characterisation-.html" title="- Characterisation ">- Characterisation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30469/-clause-.html" title="- Clause ">- Clause </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30470/-cliche-cliche-.html" title="- Cliché (cliche) ">- Cliché (cliche) </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30471/-coherence.html" title="- Coherence">- Coherence</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30472/-colloquialism.html" title="- Colloquialism">- Colloquialism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30473/-complex-sentence-.html" title="- Complex sentence ">- Complex sentence </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30475/-conflict-in-advertising-.html" title="- Conflict in advertising ">- Conflict in advertising </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30483/-conjunctions-.html" title="- Conjunctions ">- Conjunctions </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30484/-connotation-.html" title="- Connotation ">- Connotation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30476/-context-of-production-.html" title="- Context of production ">- Context of production </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30477/-context-of-reception-.html" title="- Context of reception ">- Context of reception </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30478/-core-vocabulary-.html" title="- Core vocabulary ">- Core vocabulary </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30479/-couplet-.html" title="- Couplet ">- Couplet </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30485/-crowdsourcing-.html" title="- Crowdsourcing ">- Crowdsourcing </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30481/-deictic-.html" title="- Deictic ">- Deictic </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30486/-denotation-.html" title="- Denotation ">- Denotation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30487/-denouement-.html" title="- Denouement ">- Denouement </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30488/-dialect-.html" title="- Dialect ">- Dialect </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30489/-diatribe-.html" title="- Diatribe ">- Diatribe </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30490/-direct-narration-.html" title="- Direct narration ">- Direct narration </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30492/-direct-speech-.html" title="- Direct speech ">- Direct speech </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30493/-dramatic-irony.html" title="- Dramatic Irony">- Dramatic Irony</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30515/-ellipsis.html" title="- Ellipsis">- Ellipsis</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30516/-end-stopped-line-.html" title="- End-stopped line ">- End-stopped line </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30517/-enjambement-.html" title="- Enjambement ">- Enjambement </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30518/-eponymous-.html" title="- Eponymous ">- Eponymous </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30519/-equivocation-.html" title="- Equivocation ">- Equivocation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30520/-ethos-.html" title="- Ethos ">- Ethos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30521/-euphemism.html" title="- Euphemism">- Euphemism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30522/-first-person-point-of-view-.html" title="- First-person point-of-view ">- First-person point-of-view </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30523/-formalism.html" title="- Formalism">- Formalism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30524/-free-indirect-speech-.html" title="- Free indirect speech ">- Free indirect speech </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30527/-free-verse-.html" title="- Free verse ">- Free verse </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30525/-function-.html" title="- Function ">- Function </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30528/-gatekeeper-.html" title="- Gatekeeper ">- Gatekeeper </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30530/-generalizations-.html" title="- Generalizations ">- Generalizations </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30531/-genre-.html" title="- Genre ">- Genre </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30532/-graphology-.html" title="- Graphology ">- Graphology </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30533/-haiku-.html" title="- Haiku ">- Haiku </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30534/-hyperbole-.html" title="- Hyperbole ">- Hyperbole </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30535/-idiolect-.html" title="- Idiolect ">- Idiolect </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30536/-imagery-.html" title="- Imagery ">- Imagery </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30537/-indirect-narration-.html" title="- Indirect narration ">- Indirect narration </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30538/-intertextuality-.html" title="- Intertextuality ">- Intertextuality </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30539/-irony-.html" title="- Irony ">- Irony </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30540/-jargon-.html" title="- Jargon ">- Jargon </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30541/-juxtaposition-.html" title="- Juxtaposition ">- Juxtaposition </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30542/-language-.html" title="- Language ">- Language </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30543/-logos-.html" title="- Logos ">- Logos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30544/-long-tail-marketing-.html" title="- Long tail marketing ">- Long tail marketing </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30545/-mash-up-.html" title="- Mash up ">- Mash up </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30546/-metaphor-.html" title="- Metaphor ">- Metaphor </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30548/-metonymy-.html" title="- Metonymy ">- Metonymy </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30549/-modality-.html" title="- Modality ">- Modality </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30550/-multivocal-.html" title="- Multivocal ">- Multivocal </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30551/-newsworthiness-.html" title="- Newsworthiness ">- Newsworthiness </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30552/-nominalisation-.html" title="- Nominalisation ">- Nominalisation </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30553/-notifications-.html" title="- Notifications ">- Notifications </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30554/-noun-phrase-.html" title="- Noun Phrase ">- Noun Phrase </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30555/-onomatopoeia.html" title="- Onomatopoeia">- Onomatopoeia</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30560/-paralanguage-.html" title="- Paralanguage ">- Paralanguage </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30561/-pathos-.html" title="- Pathos ">- Pathos </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30562/-pay-per-click-.html" title="- Pay-per-click ">- Pay-per-click </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30563/-personalization-.html" title="- Personalization ">- Personalization </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30564/-personification-.html" title="- Personification ">- Personification </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30565/-phonlogical-.html" title="- Phonlogical ">- Phonlogical </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30566/-phrase.html" title="- Phrase">- Phrase</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30567/-problem-solution-technique-.html" title="- Problem / solution technique ">- Problem / solution technique </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30574/-pun.html" title="- Pun">- Pun</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30579/-reported-speech.html" title="- Reported speech">- Reported speech</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../30583/-sensationalism-.html" title="- Sensationalism ">- Sensationalism </a></li><li class="" 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style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../16109/wt-sl-hinglish.html" title="WT SL (Hinglish)">WT SL (Hinglish)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../22572/wt-sl-nineteen-eighty-four.html" title="WT SL (Nineteen Eighty-Four)">WT SL (Nineteen Eighty-Four)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../15508/wt-sl-s1-the-bell-jar.html" title="WT SL S1 (The Bell Jar)">WT SL S1 (The Bell Jar)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../9443/wt1-hl-s1-mandela.html" title="WT1 HL S1 (Mandela)">WT1 HL S1 (Mandela)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../8699/wt1-hl-s2-collector.html" title="WT1 HL S2 (Collector)">WT1 HL S2 (Collector)</a></li><li class="" 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style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../11979/wt2-q3-starkey.html" title="WT2 Q3 (Starkey)">WT2 Q3 (Starkey)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../19663/wt2-q3-womens-health.html" title="WT2 Q3 (Women's Health)">WT2 Q3 (Women's Health)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../14009/wt2-q4-clockwork.html" title="WT2 Q4 (Clockwork)">WT2 Q4 (Clockwork)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../13783/wt2-q4-persepolis.html" title="WT2 Q4 (Persepolis)">WT2 Q4 (Persepolis)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../11636/wt2-q5-aclu.html" title="WT2 Q5 (ACLU)">WT2 Q5 (ACLU)</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right 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style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../2537/individual-oral-commentary.html" title="Individual oral commentary">Individual oral commentary</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../2891/tips.html" title="Tips">Tips</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../19075/using-technology-to-support-student-learning.html" title="Using Technology to Support Student Learning">Using Technology to Support Student Learning</a></li></ul><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../10033/criteria.html" title="Criteria">Criteria</a></li><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../11211/skills.html" title="Skills">Skills</a></li><ul 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<div id="main-column" class="span9"> <article id="p1-hl-s1-birds" style="margin-top: 16px;">
<h1 class="section-title">P1 HL S1 (birds)</h1>
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<section class="span12" id="main-content">
<p>
To prepare for your Paper 1 exam, you will want to know what distinguishes a good comparative analysis from a poor comparative analysis. Both the good and poor analyses below are written in response two a pair of texts about waterfowl.</p>
<p>
Read both Text 1 and Text 2. Then, before reading the two sample responses, brainstorm with classmates on what you would expect to read in a good comparative analysis on these texts. As you read both student responses check to see if they included the ideas from your brainstorming session.</p>
<p>
You will also want to read the assessment criteria for Paper 1 before reading the student responses as well. This way you will know what to look for.</p>
<h2>
Paper 1</h2>
<p>
Compare and contrast Text 1 and Text 2 below. In your comparative analysis, comment on the importance of context, audience, purpose and structural and stylistic devices.</p>
<div class="greyBg">
<p style="margin: 0px 0px 1em; padding: 0px; color: rgb(0, 0, 0);">
<strong>Text 1</strong><br>
From<b> </b>'Cranes'<br>
Jennifer Ackerman<br>
National Geographic 2004</p>
<p>
<img class="ico" src="/r/b1.png" style="border: 0px solid rgb(153, 153, 153); margin: 0px; padding: 0px; display: inline; vertical-align: bottom;">From a blind overlooking the wetlands of central Wisconsin, I can see a long-legged bird in the distance, a stroke of white curled at the top, like a bright question mark against the emerald green grasses. Then up pops another from the screen of reeds. The birds are yearlings, five feet tall, with snow-white plumage and elegant black wing tips that spread like fingers when they fly. They’re quiet now, but from the long trachea coiled in their breastbones may come a wild, singing whoop, harsh and thrilling, that gives their tribe its name.</p>
<p>
This would be a primordial scene – big sky, undulations of tall marsh grasses, wild whooping cranes – were it not for a penned area nearby, where several whooper chicks, well camouflaged in tawny feathers, forage in the shallows. In a whisper, crane biologist Richard Urbanek explains that these chicks have been raised in captivity but have never heard a human voice nor seen a human form, except in crane costume. As part of an experimental program to reintroduce a wild migratory population of whooping cranes to the eastern half of North America, these chicks have been fed and tended by crane-costumed people for two months. Now, before they are released to the wild, they are being taught the habits of their ancestors with modern techniques pioneered by Operation Migration, an organization devoted to helping endangered birds learn their traditional migratory routes. Near the pen is a long stretch of open grass, a runway, where the chicks are learning to fly behind an ultralight plane flown by a pilot in crane costume who will guide them from this refuge 1,200 miles south across seven states to wintering grounds in Florida.</p>
<p>
Two cohorts have already made such trips – and returned on their own, the first whooping cranes in perhaps more than a century to fly freely over the eastern United States. After three years of ultralight-led migrations, the new eastern migratory population numbers 36 birds, including the yearlings and the chicks. The success of this effort is leading the way for a more ambitious project half a world away in the northern reaches of Russia. In the fall of next year an international migratory route, from Russia to Iran, will restore the birds’ knowledge of the ancient flyway – not with ultralights but with hang gliders that will soar a difficult path extending more than 3,000 miles over four different countries.</p>
<p>
<img alt="" class="left" height="250" src="../../../ib/englishalanglit/images/operation_migration.jpg" width="479"><i>Hang glider pilot Angelo d’Arrigo leads a trio of young captive-bred Siberian cranes on a trial flight over the Arctic Circle in Siberia – part of an ambitious effort to teach the endangered birds the migration route of their ancestors from Russia to Iran.</i> <img class="ico" src="/r/b2.png" style="border: 0px solid rgb(153, 153, 153); margin: 0px; padding: 0px; display: inline; vertical-align: bottom;"></p>
</div>
<div class="greyBg">
<p>
<strong>Text 2</strong><br>
'To a Waterfowl'<br>
William Cullen Bryant<br>
1815</p>
<p>
<img class="ico" src="/r/b1.png">Whither, 'midst falling dew,<br>
While glow the heavens with the last steps of day,<br>
Far, through their rosy depths, dost thou pursue<br>
Thy solitary way? <br>
<br>
Vainly the fowler's eye <br>
Might mark thy distant flight to do thee wrong,<br>
As, darkly painted on the crimson sky, <br>
Thy figure floats along.<br>
<br>
Seek'st thou the plashy brink<br>
Of weedy lake, or marge of river wide, <br>
Or where the rocking billows rise and sink <br>
On the chafed ocean side? <br>
<br>
There is a Power whose care <br>
Teaches thy way along that pathless coast,-- <br>
The desert and illimitable air,-- <br>
Lone wandering, but not lost.<br>
<br>
All day thy wings have fann'd <br>
At that far height, the cold thin atmosphere: <br>
Yet stoop not, weary, to the welcome land, <br>
Though the dark night is near.<br>
<br>
And soon that toil shall end, <br>
Soon shalt thou find a summer home, and rest, <br>
And scream among thy fellows; reed shall bend <br>
Soon o'er thy sheltered nest. <br>
<br>
Thou'rt gone, the abyss of heaven <br>
Hath swallowed up thy form; yet, on my heart <br>
Deeply hath sunk the lesson thou hast given, <br>
And shall not soon depart. <br>
<br>
He, who, from zone to zone, <br>
Guides through the boundless sky thy certain flight,<br>
In the long way that I must tread alone, <br>
Will lead my steps aright. <img class="ico" src="/r/b2.png"></p>
</div>
<h2>
Sample responses</h2>
<p>
Below you find two sample responses to this Paper 1 exam. Before you read these sample responses, create a list of items that you would include in your analysis. You can brainstorm as a class or in groups. Then, after reading the samples, check to see what you missed or what the samples miss.</p>
<div class="blueBg">
<p>
<b><a href="/media/ib/englishalanglit/files/P1HLS1.1 (Birds).pdf" style="color: rgb(51, 102, 153); text-decoration: none; " target="P1HLS1.1 (Birds)"><img class="ico" src="../../../thinkib/icons/exam.png" style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; border-top-width: 0px; border-right-width: 0px; border-bottom-width: 0px; border-left-width: 0px; border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(153, 153, 153); border-right-color: rgb(153, 153, 153); border-bottom-color: rgb(153, 153, 153); border-left-color: rgb(153, 153, 153); border-style: initial; border-color: initial; display: inline; vertical-align: bottom; "> Paper 1 HL Sample 1.1 (birds)</a></b></p>
<p>
<img class="ico" src="/r/b1.png"></p>
<p>
In this comparative commentary, Cranes by Jennifer Ackerman and To a Waterfowl by William Cullen Bryant will be compared and contrasted. Even though one is a scientific, informative article, and the other one is a descriptive poem, they still have a common theme, cranes and their migration.</p>
<p>
As mentioned, the theme of both texts is crane migrations. However, the content of the works greatly differs. The article talks about a new crane reserve, where cranes, which are an endangered species, are grown in what looks them like a completely natural environment, but actually, they are still protected by humans, according to the article, in crane costumes. The article says that “these cranes have been raised in captivity, but never heard a human voice nor seen a human form, except in crane costume” (Lines 9,10). The poem is much more personal and talks about a particular crane’s flight, struggle to escape the hunter and its demise.</p>
<p>
As we see, both texts are about cranes, but their audience and purpose is different. To a Waterfowl is a poem and it is meant to express the author’s feelings to the reader through the flight of a crane. The poem is meant for a more mature audience, because it is complex, written in old English, which children can’t easily understand, and has a serious theme. On the other hand, the article doesn’t choose its audience judging by their name and age, it is simply people who are interested in crane migrations, especially in the USA. Its purpose is to inform the reader about the new crane migration project in central Wisconsin.</p>
<p>
Wisconsin is known to be a calm region, and so is the tone of this article. The narration and description are similar to a nature documentary film, we see that in line 7, where the author says “ big sky, undulations of tall marsh grasses, wild whopping cranes”. After the higly descriptive introduction, the narrator goes on to talk about their project. From that point, the article’s scientific mood comes into play. The poem starts off with an easy-going flow, which dramatizes as the hunter appears and gets more and more dramatic until the crane’s death, ultimately leading to a fade-out effect in the outro.</p>
<p>
The stylistic devices in both texts rely heavily on description, especially in the poem, where we see a lot of sensory details, such as weedy lake, rocking billows, crimson sky… This lets us completely imagine the landscape the flight is taking place in. To get the reader more into the poem, the author adreses the reader as he is the crane, like in line 2, where he says “Far, through their rosy depths, dost thou pursue thy solitary way?”. This type of narration gives us the crane’s point of view, but much more importantly, a personal emotional connection with the crane. The stylistic devices in the article are not that broadly used, except for the beginning. This is quite common in scientific articles.</p>
<p>
In conclusion, we see how two completely different texts by structure use completely different methods of narration, description, but share a common goal to portray their common theme of crane migrations, be it in a scientific way or an emotional descriptive poem.<img class="ico" src="/r/b2.png"></p>
</div>
<div class="blueBg">
<p>
<b><a href="/media/ib/englishalanglit/files/P1HLS1.2 (Birds).pdf" style="color: rgb(51, 102, 153); text-decoration: none; " target="P1HLS1.2 (birds)"><img class="ico" src="../../../thinkib/icons/exam.png" style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; border-top-width: 0px; border-right-width: 0px; border-bottom-width: 0px; border-left-width: 0px; border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(153, 153, 153); border-right-color: rgb(153, 153, 153); border-bottom-color: rgb(153, 153, 153); border-left-color: rgb(153, 153, 153); border-style: initial; border-color: initial; display: inline; vertical-align: bottom; "> Paper 1 HL Sample 1.2 (birds)</a></b></p>
<p style="margin-top: 0px; margin-right: 0px; margin-bottom: 1em; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; color: rgb(0, 0, 0); ">
<img class="ico" src="/r/b1.png" style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; border-top-width: 0px; border-right-width: 0px; border-bottom-width: 0px; border-left-width: 0px; border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(153, 153, 153); border-right-color: rgb(153, 153, 153); border-bottom-color: rgb(153, 153, 153); border-left-color: rgb(153, 153, 153); border-style: initial; border-color: initial; display: inline; vertical-align: bottom; ">People have always been fascinated by birds. Text 1, an article from National Geographic from 2004, and Text 2, a poem by William Cullen Bryant from 1815, show how people and birds learn from each other. While these texts explore experiences that people have with birds, they target different audiences and use different techniques. These differences are largely accounted for by the different contexts in which they were written.</p>
<p style="margin-top: 0px; margin-right: 0px; margin-bottom: 1em; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; color: rgb(0, 0, 0); ">
Text 1 is very characteristic of a journalistic article for National Geographic, which targets nature-minded readers. Text 2, on the other hand is characteristic of Romantic poetry from the 19<sup>th</sup> century, read by literary enthusiasts. We see the journalistic nature of the National Geographic article in its reporting of newsworthy content. There is something extraordinary about people wearing ‘crane costumes’ (line 11) who teach young cranes how to fly and migrate from an ‘ultralight plane’ (line 16). What’s more, the journalist explains that this practice is happening in Siberia as well. Whereas birds learn from people in remarkable ways in Text 1, the poet, William Cullen Bryant learns a life ‘lesson’ (line 26) from one bird in Text 2. The poet has written an ode to this waterfowl, who has taught him about the importance of solitude and steadfastness. We know that it is an ode through the use of poetic language, the title ‘To a Waterfowl’, the use of rhyming quatrains and apostrophe, (when a poet asks an object a question). These qualities require readers to hear the spoken word, and therefore the audience is most likely interested in its literary qualities. Both texts are very different in their purpose, as they come from different centuries and target different audiences.</p>
<p style="margin-top: 0px; margin-right: 0px; margin-bottom: 1em; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; color: rgb(0, 0, 0); ">
Although the purposes and contexts of these texts are different, they comment on a similar theme: the importance of nature. Text 1 is built on the assumption that nature and the whooping crane must be preserved. Lines 24-27 describe a plan to “restore the birds’ knowledge of the ancient flyway.” The extreme measures that are taken to help these birds migrate, including the costumes, the reserves and the gliders, are never questioned in this article. The message of Text 2 is also built on the premise that nature is important. The poet asks the crane why it pursues its solitary ways (line 4). Eventually he claims that the bird’s purpose is to guide him on his lonely path in life, as stated in the final stanza: “He who, from zone to zone, / Guides through the boundless sky they certain flight, / In the long way that I must tread alone, / Will lead my steps aright.” Its message is very characteristic of Romantic poetry: We can learn how to live through observing nature. As in Text 1, the premise that we must preserve nature and look to it for inspiration is never questioned but affirmed.</p>
<p style="margin-top: 0px; margin-right: 0px; margin-bottom: 1em; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; color: rgb(0, 0, 0); ">
As the texts have a common theme, there are also similarities in their use of tone and mood. As Text 1 aims to engage readers with the fate of the whooping cranes in North America, it uses diction that is descriptive. The narrator seems to be hiding in the reeds or ‘emerald green grasses’ (line 3). This colorful choice of words indicates that she is enthralled by the natural elements around her. Words like ‘snow-white plumage’ and ‘elegant black wingtips that spread like fingertips’ are rather poetic and sketch an image in the reader’s mind that is quite romantic, rural and rustic. The effect of this descriptive language on the reader is both intriguing and sympathetic. As the interviewee whispers to the reporter, the reader becomes drawn in and concerned about the fate of the whooping crane. Similarly, Bryant makes use of descriptive language that engages the reader. Phrases like the ‘crimson sky’, the ‘abyss of heaven’ and the ‘chafed ocean side’ all paint an image in the reader’s mind and make the text come to life.</p>
<p style="margin-top: 0px; margin-right: 0px; margin-bottom: 1em; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; color: rgb(0, 0, 0); ">
Besides the choice of words and the use of imagery, both authors use structural devices to convince the reader of their cause. For example, Text 1 plays a clever trick on the reader. After a colorful attention grabber, in which the journalist describes the whooping crane in its habitat, the second paragraph explains that this ‘would be’ a primordial scene. She explains that the cranes are in fact in pens, which surprises the reader. Like the use of imagery, this structural device also has the effect of intriguing the reader. The reader wants to learn more about why the chicks have never heard a human voice (line10), why the humans wear crane costumes (line 11) and there is a runway for an ultralight plane (line 17). The facts follow, including the number of miles they fly, the number of birds that participate and the similar project in Siberia. This kind of structure is characteristic of a feature article.</p>
<p style="margin-top: 0px; margin-right: 0px; margin-bottom: 1em; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; color: rgb(0, 0, 0); ">
The structure of the poem is very different, but equally effective in its aim of creating sympathy for nature and birds. As mentioned the poem is an ode, where the poet praises the qualities of an object and finds inspiration in it. Furthermore there is a rhyming scheme and rhythm that are aesthetically appealing to the reader. The rhyming scheme in each quatrain is ABAB. For example the final word of line 1, ‘dew’, rhymes with the final word of line 3, ‘pursue’. Line 2, ‘day’, rhymes with line 4 ‘way’. This creates a sense of harmony and perfection that relates to the poet’s understanding of the waterfowl. Each line contains loose iambic feet, meaning there are unstressed syllables followed by stressed syllables. There are three iambic feet in the first and last lines of each quatrain and five feet in the second and third lines of each quatrain, creating short-long-long-short pattern to each stanza. The effect of this pattern is that the reader feels a rocking sensation, which may relate to the steady flap of the bird’s wings or the poet’s pondering mood. This too ads to the aesthetic harmony and sense of perfection that the poet wants us to associate with nature.</p>
<p style="margin-top: 0px; margin-right: 0px; margin-bottom: 1em; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; color: rgb(0, 0, 0); ">
To conclude, both Text 1 and Text 2 enlighten their readers on the behavior and beauty of waterfowl. While Text 1 shows us how people can help birds find their migration patterns, Text 2 shows us how birds can help people find inspiration. Their focus on these birds helps the reader understand and appreciate the importance of nature.<img class="ico" src="/r/b2.png" style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; border-top-width: 0px; border-right-width: 0px; border-bottom-width: 0px; border-left-width: 0px; border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(153, 153, 153); border-right-color: rgb(153, 153, 153); border-bottom-color: rgb(153, 153, 153); border-left-color: rgb(153, 153, 153); border-style: initial; border-color: initial; display: inline; vertical-align: bottom; "></p>
</div>
<h2>
Examiner's comments</h2>
<p>
Before you read the examiner's comments below, try to assess the sample responses using <a href="paper-1/criteria.htm">the criteria for Paper 1</a>. Then compare your marks and comments to the examiner's. How did they differ? How were they similar?</p>
<div class="pinkBg">
<p>
<strong>Criterion A - Understanding and comparison of the texts - 5 marks</strong></p>
<p>
The analysis should show and understanding of the similarities and differences between the texts. There needs to be a clear understanding of the target audience, the purpose and the context (where possible) of the text. The comparative analysis must be supported by relevant examples from the texts.</p>
<table border="1" cellpadding="10" cellspacing="0" style="width: 100%;">
<tbody>
<tr>
<td>
<p>
<em>Sample 1.1</em></p>
<p>
<img class="ico" src="/r/b1.png"><strong>1 out of 5</strong> - The student glosses over some of the basic points of these texts. There are many generalizations such as "Wisconsin is a calm region", or "Text 1 is a scientific article." Furthermore the student states that the bird dies in the poem, whereas he simply flies away. While there are few good insights, these are sporadic and simplistic. <img class="ico" src="/r/b2.png"></p>
</td>
<td>
<p>
<em>Sample 1.2</em></p>
<p>
<img class="ico" src="/r/b1.png"><strong>5 out of 5</strong> - Although the main idea of the paper is not entirely consistent - at times focusing on nature, then birds and migration - there is a strong sense of understanding of the texts. The student explains how the texts are defined by their form and context.<img class="ico" src="/r/b2.png"></p>
</td>
</tr>
</tbody>
</table>
</div>
<div class="pinkBg">
<p>
<strong>Criterion B - Understanding of the use and effects of stylistic features - 5 marks</strong></p>
<p>
The comparative analysis should show an understanding of how various stylistic features, such as tone, style and structure, are used to construct meaning. The analysis should comment on the effects that these features have on their target audience.</p>
<table border="1" cellpadding="10" cellspacing="0" style="width: 100%;">
<tbody>
<tr>
<td>
<p>
<em>Sample 1.1</em></p>
<p>
<img class="ico" src="/r/b1.png"><strong>2 out of 5</strong> - Again the student glosses over many stylistic devices. Especially with regards to Text 2, very few claims about use of language are ever explained or supported with examples. For example the student explains that it is written in old English for a serious audience, without expanding on what is meant by 'old' or 'serious'. In the student's defense, there are references to word choice in Texts 1 and 2 and the effects of these words on their audiences in the second to final paragraph. He could have explained the effects of this language more in depth <img class="ico" src="/r/b2.png"></p>
</td>
<td>
<p>
<em>Sample 1.2</em></p>
<p>
<img class="ico" src="/r/b1.png"><strong>5 out of 5</strong> - This sample response explains the effects of stylistic devices on their audiences extensively. She states that the choice of vocabulary creates sympathy for nature and the birds. Not only does she identify the structural and stylistic devices of the poem, such as the use of iambs and rhyming schemes, but she explores the effects that these may have on their audience. <img class="ico" src="/r/b2.png"></p>
</td>
</tr>
</tbody>
</table>
</div>
<div class="pinkBg">
<p>
<strong>Criterion C- Organization and development</strong></p>
<p>
The analysis must be well-balanced, meaning that it treats both texts equally. Furthermore, it must be well-structured, coherent and organized.</p>
<table border="1" cellpadding="10" cellspacing="0" style="width: 100%;">
<tbody>
<tr>
<td>
<p>
<em>Sample 1.1</em></p>
<p>
<img class="ico" src="r/b1.png"><strong>3 out of 5</strong> - While the sample response may lack in substance, it does contain some organization and development. There is a central focus on the importance of migration to both texts. The student uses topic sentences and refers to both texts. Having said this, the student refers much more to Text 1 than Text 2.<img class="ico" src="r/b2.png"></p>
</td>
<td>
<p>
<em>Sample 1.2</em></p>
<p>
<img class="ico" src="r/b1.png"><strong>5 out of 5</strong> - This sample response explores both texts equally. What's more, the commentary develops the idea that birds are leaning from people in Text 1 and a person is learning from bird in Text 2. Each paragraph has coherence and references to the texts are well integrated.<img class="ico" src="r/b2.png"></p>
</td>
</tr>
</tbody>
</table>
</div>
<div class="pinkBg">
<p>
<strong>Criterion D - Language</strong></p>
<p>
The language of the comparative analysis must be clear and accurate. It should be appropriate, meaning it contains formal sentence structure, good choice of words and effective terminology.</p>
<table border="1" cellpadding="10" cellspacing="0" style="width: 100%;">
<tbody>
<tr>
<td>
<p>
<em>Sample 1.1</em></p>
<p>
<img class="ico" src="r/b1.png"><strong>2 out of 5</strong> – The student's use of register is not always appropriate to the task. Some sentences are rather vague, such as "The stylistic devices in the article are not that broadly used, except in the beginning." <img class="ico" src="r/b2.png"></p>
</td>
<td>
<p>
<em>Sample 1.2</em></p>
<p>
<img class="ico" src="r/b1.png"><strong>5 out of 5</strong> - This response contains terminology like 'apostrophe' and 'iamb' that show the student's understanding of poetry. The sentence structures are rather sophisticated and the choice of register is highly appropriate to this task.<img class="ico" src="r/b2.png"></p>
</td>
</tr>
</tbody>
</table>
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