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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-s2-chocolate" style="margin-top: 16px;">
<h1 class="section-title">P1 HL S2 (chocolate)</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../englishalanglit.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">The old course </span><span class="divider">/</span></li><li><span class="gray">Assessment (2020 exams)</span><span class="divider">/</span></li><li><span class="gray">Paper 1</span><span class="divider">/</span></li><li><span class="gray">P1 Sample work</span><span class="divider">/</span></li><li><span class="active">P1 HL S2 (chocolate)</span></li></ul>
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<p>
<img alt="" class="right" height="160" src="../../../ib/englishalanglit/images/Chocolate.jpg" width="200">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 to a pair of texts about chocolate.</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>
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<p>
<strong>Text 1</strong><br>
From <em>Chocolat</em><br>
Joanne Harris<br>
1999</p>
<p>
<img class="ico" src="/r/b1.png"></p>
<p>
Now making chocolate is a different matter. Oh, some skill is required. A certain lightness of touch, speed, a patience my mother would never have had. But the formula remains the same. It’ is safe. Harmless. And I do not have to look into their hearts and take what I need; these are wishes that can be granted simply for the asking.</p>
<p>
Guy, my confectioner, has known me for a long time. We worked together after Anouk was born, and he helped me to start my first business, a tiny <em>patisserie-chocolaterie </em>in the outskirts of Nice. Now he is importing the raw chocolate liquor direct from South America and converting it to chocolate of various grades in his factory.</p>
<p>
I only use the best. The blocks of couverture<a class="scroll-to" data-target="_ftn1" name="_ftnref" title="">[1]</a> are slightly larger than house bricks, one box of each per delivery, and I use all three types: the dark, the milk, and the white. The chocolate has to be tempered to bring it to its crystalline state, ensuring a hard, brittle surface and a good shine. Some convectioners buy their supplies already tempered<a class="scroll-to" data-target="_ftn2" name="_ftnref" title="">[2]</a>, but I like to do it myself. There is an endless fascination in handling the raw dullish blocks of couverture, in grating them by hand – I never use electrical mixers – into the large ceramic pans, then melting, stirring, testing each painstaking step with the sugar thermometer until just the right amount of heat has been applied to make the change.</p>
<p>
There is a kind of alchemy<a class="scroll-to" data-target="_ftn3" name="_ftnref" title="">[3]</a> in the transformation of base chocolate into this wise fool’s gold, a layman’s magic that even my mother might have relished. As I work I clear my mind, breathing deeply. The windows are open, and the through draught would be cold if it were not for the heat of the stoves, the copper pans, the rising vapour from the melting couverture. The mingled scents of chocolate, vanilla, heated copper and cinnamon are intoxicating, powerfully suggestive; the raw and earthy tan of the Americas, the hot and resinous perfume of the rainforest. This is how I travel now, as the Aztecs did in their sacred rituals. Mexico, Venezuela, Colombia. The Montezuma. Cortez and Columbus. The food of the gods, bubbling and frothing in ceremonial goblets. The bitter elixir of life<a class="scroll-to" data-target="_ftn4" name="_ftnref" title="">[4]</a>.</p>
<div>
<hr align="left" size="1" width="33%">
<div id="ftn">
<p>
<a class="scroll-to" data-target="_ftnref" name="_ftn1" title="">[1]</a> couverture: chocolate</p>
</div>
<div id="ftn">
<p>
<a class="scroll-to" data-target="_ftnref" name="_ftn2" title="">[2]</a> tempered: mixed, blended</p>
</div>
<div id="ftn">
<p>
<a class="scroll-to" data-target="_ftnref" name="_ftn3" title="">[3]</a> alchemy: attempt to turn base metal into gold</p>
</div>
<div id="ftn">
<p>
<a class="scroll-to" data-target="_ftnref" name="_ftn4" title="">[4]</a> elixir of life: a substance believed to cure all ills or to maintain life indefinitely</p>
</div>
</div>
<p>
<img class="ico" src="/r/b2.png"></p>
</div>
<div class="greyBg">
<p>
T<strong>ext 2</strong><br>
'From Bean to Bar<strong>'</strong><br>
From www.greenandblacks.com<br>
2006</p>
<p>
<img class="ico" src="/r/b1.png"></p>
<p align="center">
<strong>FROM BEAN TO BAR</strong></p>
<p>
At Green & Black’s our aim is to create great tasting chocolate. We believe that every step from bean to bar is equally important – whether it’s using the finest organically grown Trinitario and Crioloo cocoa beans or taking that extra time conching (stirring constantly in a vessel that looks like a conch shell) our chocolate to bring out the intense flavour that has become our trademark.</p>
<div>
<p>
<strong>WITH CARE</strong></p>
<hr>
</div>
<p>
We harvest the cocoa pods (there are around 45 beans in every pod) are their peak of ripeness – not too early and most definitely not too late. We then remove the beans from the pods and cover them with banana leaves for around five days. During this time the beans ferment and develop their pronounced chocolate flavour. After they are perfectly fermented we lay them out to dry in the sun.</p>
<ul>
<li>
The beans are then shipped to our factory where they will become chocolate. Unlike many other chocolate manufacturers, we process the chocolate from the whole cocoa bean. This allows us to make sure that at every step the high quality we expect is met. It is the key to the true art of chocolate making.</li>
<li>
First we slowly roast the beans to develop their rich flavour.</li>
<li>
Then we grind the beans and to this smooth paste we add real Bourbon vanilla and organic sugar.</li>
<li>
This paste or cocoa mass is then ‘chonched’ or stirred for 24 hours to reveal the intense flavour unique to our chocolate.</li>
<li>
Before pouring the chocolate mixture into moulds to set, it has to be tempered. Well tempered chocolate will have a lovely shine, with no streaks or ‘bloom’. It will also have a good ‘snap’ – that sound a quality chocolate bar makes when you break it.</li>
<li>
The chocolate is then moulded into bars and wrapped, and best of all it is ready to eat!</li>
</ul>
<p>
<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/P1HLS2.1 (chocolate).pdf" style="color: rgb(51, 102, 153); text-decoration: none; " target="P1HLS2.1 (chocolate)"><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 2.1 (chocolate)</a></b></p>
<p>
<img class="ico" src="/r/b1.png"></p>
<p>
Both Texts 1 and Text 2 refer to the method of making chocolate. What the methods are and how, by simple changes, something amazing is made out of a few Cocoa beans, some sugar and drops of vanilla.</p>
<p>
In Text 1a the narrator describes every moment of the procedure with great detail, “The mingled scents of chocolate, vanilla, heated copper and cinnamon are intoxicating, powerfully suggestive…” She gives the idea that she enjoys every moment. She sets a mood that attracts the reader and interests them. Her style of writing is formal, but with a bit of ease. As for Text 2, the text is written with a formal tone and its structure is like a recipe with no measurements, straight forward and not very descriptive. However, even so, the author still attracts the reader’s attention.</p>
<p>
“And I do not have to look into their hearts and take what I need; these are wishes that can be granted simply for the asking.” Text 1a shows a more personal side to the narrator as she brings in what her mother might have had or wanted. As for Text 1b it’s business, the text is simply a way of informing customers and persuading them to buy their products. Its’ less personal and when one reads the text they get a different vibe or feeling, more ‘distant’ and business or advert like.</p>
<p>
Text 1 is in the structure of a novel. It’s purpose is to entice readers to read further, including them in during the entire process of making chocolate. At the same time it also includes a lot of the narrator’s life and her journey of chocolate making. “This is how I travel now, as the Aztecs did in their sacred rituals." The reader gets the idea that chocolate for the narrator is a “sacred ritual.”</p>
<p>
Text 2’s structure is part list, and part paragraph. The paragraph part is to inform the reader where, when and how it all first begins, then, with the list, it plots the method of the recipe. It talks more about how the chocolate should be, instead of how the chocolate <u>is</u>.</p>
<p>
Both texts are for an audience interested in the making of chocolate. Yet at the same time, both texts have a different audience. Text 1’s audience would probably be more interested in the life of the narrator and the slightly “romantic” ideas or opinions she has about chocolate. Whereas for the audience of Text 2 they’d probably be more interested in how it starts and more into the marketing part than the actual method. Both texts have the purpose to also intrigue the readers.</p>
<p>
Both texts also us the ‘language’ of chocolate making, “couverture”, “conched.” Even though the reader might not understand some of them, the definition or concept is still understood simply by reading further on.</p>
<p>
Both texts are formal, yet they are at the same time very different, whether it be in structure or tone. They both end up tempting the reader into going out and buying chocolate. For the narrator of Text 2, that is probably exactly what he/she is aiming for. For the narrator of Text 1a, her aim is more likely to have the reader think about how the chocolate is made and maybe even to appreciate the idea even more than the reader would have, had they not read the text.</p>
<p>
The reader is informed and involved in the entire chocolate making process, from the fermented beans to the steaming aromas of the chocolate, straight to the packaging of the item. It’s up to the reader what they do with the information and how they will interpret the novel or the website.</p>
Both texts send out a similar message and intrigue each reader differently, even if the method or objective is different. It gets the same point across.
<p>
<img class="ico" src="/r/b2.png"></p>
</div>
<div class="blueBg">
<p>
<b><a href="/media/ib/englishalanglit/files/P1HLS2.2 (chocolate).pdf" style="color: rgb(51, 102, 153); text-decoration: none; " target="P1HLS2.2 (chocolate)"><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 2.2 (chocolate)</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; "></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); ">
I have decided to compare and contrast an extract written by Joanne Harris from the novel <em>Chocolat</em>, and an informational / promotional piece of writing from the website www.greenandblacks.com. Despite the fact that the two pieces have a different genre, they are still linked by the same theme, that of chocolate and how to produce it.</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, written by Joanne Harris, and Text 2 might have the same theme but their intentions are very different. Text 1a is written more for the purpose to entertain rather than to inform. The extract is told in the first person narrative perspective, “I only use the best,” and “I never use electrical mixers.” The extract tells a story of the protagonist (main character), who has opened a ‘patisserie-chocolaterie’, and who further tells about how she produces the chocolate. In addition to that, the story is written in quite a subjective manner. Looking at the manner in which the passage is written, Text 2 has the purpose to purely inform and convince the audience. The passage really comes across as a promotional piece of text, as you read lines like “taking that extra time conching (stirring constantly in a vessel that looks like a conch shell) our chocolate to bring out the intense flavour that has become our trademark.” By using jargon (“conching”) the writer convinces the reader of his level of expertise, which in turn persuades the reader to buy the chocolate.</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 way in which both texts are structured and the diction used in them is very different. But that presumably has to do with the fact that the purpose and intentions for both texts are different as well. Text 1 is a passage from a novel. It’s purpose is to entertain, and more specifically it aims at an audience who is educated and can appreciate literature. The reason why I say that is because the text is written with some complex words and it also contains some jargon. “The chocolate has to be tempered to bring it to its crystalline state, ensuring a hard, brittle surface and a good shine.” Furthermore the manner in which the passage is structured is typical of a novel. It is divided into various paragraphs and the syntax uses poetic license. Some sentences are long and flowery. Others are short and incomplete, such as “It is safe. Harmless.” Text 2 on the other hand uses less complex and poetic language. Because the purpose of the text is to sell chocolate to a large audience, it uses comprehensible diction and syntax. Text 2 is constructed in a very clear manner. It first gives a brief introduction after which a clear point-by-point procedure is described. The ‘from bean to bar’ section also uses facts and figures such as “We harvest the cocoa pods (there are around 45 beans in every pod) at their peak of ripeness." The language is very detailed and descriptive in the attempt to convince the audience of their expertise. This is similar to Joanne Harris’s choice of words: “There is a kind of alchemy in the transformation of base chocolate into this wise fool’s gold.” “Wise fool’s gold” is a metaphor for the chocolate. Here the author compares chocolate to gold. Gold is something which we value highly. By comparing chocolate to gold the author is giving the audience the feeling that they are not just reading a book about chocolate, but about something worth much more.</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); ">
Furthermore the tone in both extracts is very similar. Both Text 1 and 2 talk a lot with passion about chocolate. Although I do find the tone in Text 1 somewhat arrogant or snobbish. If we read the first sentence, “Now making chocolate is a different matter. Oh, sure, skill is required. A certain lightness of touch, speed a patience my mother would never have had,” and “I only use the best.” These quotes illustrate the sense that the protagonist feels better than her mother and she is over-confident and stresses that she only uses the best. Even though Text 2 is less personal than the passage from <em>Chocolate</em>, it still expresses a warm feeling and tone. Their company talks with a lot of passion and love for chocolate: “Well tempered chocolate will have a lovely shine,” and “Roast the beans to develop their rich flavour.” Words like ‘lovely’ and ‘rich’ really give the text a pleasant tone.</p>
<p 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; color: rgb(0, 0, 0); ">
To conclude both Texts 1 and 2 are very effective in the way they are written. Text 2 has a purpose to sell and inform and that is exactly what it does. It provides the audience with an easy to read, well-structured piece of text with <a href="http://www.englishalanglit-inthinking.co.uk/glossary/onomatopoeia.htm" style="color: rgb(51, 102, 153); text-decoration: none; ">onomatopoeia</a>, like ‘snap’, to make it more vibrant and personal. Text 1, the passage from <em>Chocolat,</em> has the purpose to entertain and tell a story. It makes use of stylistic devices such as figurative language to make the story more visual and easier for the reader to imagine, which is very effective.<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 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 analysis of the text should show an understanding of the text's purpose, its context (where this can be deduced) and target audience. One's analysis of the text needs to be supported by relevant examples from the text.</p>
<table border="1" cellpadding="10" cellspacing="0" style="width: 100%; ">
<tbody>
<tr>
<td>
<p>
<em>Sample 2.1</em></p>
<p>
<img class="ico" src="/r/b1.png"> <strong>2 out of 5</strong> - The candidate does not state the obvious, that Text 1 is from a novel and Text 2 is from an advertisement, until the second to last paragraph. She seems to struggle to define the text types. For example she writes, “As for Text 2, the text is written with a formal tone and its structure is like a recipe with no measurements, straight forward and not very descriptive.” This does not define the text and its context. Furthermore, comparisons between the two texts are rather superficial, which we see in lines that read, “Both texts have the purpose to also intrigue the readers.”<img class="ico" src="/r/b2.png"></p>
</td>
<td>
<p>
<em>Sample 2.2</em></p>
<p>
<img class="ico" src="/r/b1.png"><strong>4 out of 5</strong> - The candidate does a good job in defining the main differences between a novel and a brochure website. He offers many relevant examples to illustrate his main points. For example he makes the point that the narrator of Text 1 is rather arrogant in her description of chocolate making. He proves this with relevant references to the text. With reference to Text 2, he explains that the text's use of jargon convinces the reader to buy Green and Black chocolate.<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 analysis of the text must show an awareness of how stylistic features, such as tone, style and structure, are used to construct meaning. A good analysis comments on effects of these features on its target audience.</p>
<table border="1" cellpadding="10" cellspacing="0" style="width: 100%; ">
<tbody>
<tr>
<td>
<p>
<em>Sample 2.1</em></p>
<p>
<img class="ico" src="/r/b1.png"><strong>2 out of 5</strong>- When the candidate writes about the style of the texts, it is difficult to understand what she means exactly, as there are few examples of stylistic features. She states that the author of Text 1 “sets a mood that attracts the reader and interests them. Her style of writing is formal, but with a bit of ease.” These comments are rather vague and fail to explain how a particular effect or mood is created in the text. Similarly Text 2 is dealt with in vague language, “It’s less personal and when one reads the text they get a different vibe or feeling, more ‘distant’ and business or advert like.” Here an opportunity to explain the language of advertisements is missed.<img class="ico" src="/r/b2.png"></p>
</td>
<td>
<p>
<em>Sample 2.2</em></p>
<p>
<img class="ico" src="/r/b1.png"><strong>4 out of 5</strong> - The candidate explains how language is used in both texts to create a certain effect on their audiences. For example, he analyzes the use of <a href="glossary/metaphor.htm" style="color: rgb(51, 102, 153); text-decoration: none; ">metaphor</a> in his 'fool's gold' example. He looks at this as a literary device characteristic of novel writing. He contrasts this with the use of clear and concise language in Text 2, which is more accessible for readers and more effective for selling a product. </p>
<p>
<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 contain coherent arguments that are well-developed. The analysis must be organized effectively.</p>
<table border="1" cellpadding="10" cellspacing="0" style="width: 100%;">
<tbody>
<tr>
<td>
<p>
<em>Sample 2.1</em></p>
<p>
<img class="ico" src="r/b1.png"><strong>2 out of 5</strong> - The candidate’s paragraphs are not clearly structured and they miss topic statements. For example, she starts the third paragraph with a quote, which is highly unconventional. Quotes on the whole are not well integrated, as there are few phrases that introduce them properly.<img class="ico" src="r/b2.png"></p>
</td>
<td>
<p>
<em>Sample 2.2</em></p>
<p>
<img class="ico" src="r/b1.png"><strong>3 out of 5</strong> - The candidate's analysis is coherently structured and well organized. Each paragraph has a topic sentence, which is supported with well-integrated examples. The introduction of <a href="glossary/onomatopoeia.htm">onomatopoeia</a> in the concluding paragraph, however, seems like an after-thought. The second body paragraph also unnecessarily repeats many of the ideas from the first body paragraph.<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 analysis must be clear, varied and accurate. The register of the analysis must 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 2.1</em></p>
<p>
<img class="ico" src="r/b1.png"><strong>2 out of 5</strong> – The language is not very accurate. For example the last sentence is not very exact in its explanation, “It gets the same point across.” The student has shining moments of effective and appropriate language, such as in the second to final paragraph, “The reader is informed and involved in the entire chocolate making process, from the fermented beans to the steaming aromas of the chocolate, straight to the packaging of the item.” Unfortunately the use of English becomes quite colloquial, for example, “It’s up to the reader what they do with the information and how they will interpret the novel or the website.”<img class="ico" src="r/b2.png"></p>
</td>
<td>
<p>
<em>Sample 2.2</em></p>
<p>
<img class="ico" src="r/b1.png"><strong>4 out of 5</strong> - The candidate has a good feeling for the English language and uses certain terminology, such as 'onomatopoeia' and 'metaphor' properly. Although he starts a sentence with 'but' and uses fragmented sentences, his use of language on the whole is very accurate and appropriate. <img class="ico" src="r/b2.png"></p>
</td>
</tr>
</tbody>
</table>
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