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href="../480392/paper-2-sample-response-2-the-reader-and-the-god-of-small-things.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 2: Sample Response 2 (The Reader and The God of Small Things) </a></span></li><li class="task"><span><a href="../480393/paper-2-sample-response-3-ghosts-and-the-bluest-eye.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 2: Sample Response 3 (Ghosts and The Bluest Eye) </a></span></li><li class="task"><span><a href="../485698/paper-1-practice-texts-to-go-book-reviews.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1 Practice Texts to Go: Book Reviews </a></span></li><li class="task"><span><a href="../523953/may-2022-paper-1s.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> May 2022 Paper 1s </a></span></li><li class="task"><span><a class="task-current" href="2022-paper-1-sample-response-1-climate-change.html"><i class="fa fa-file 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Blog) </a></span></li><li class="task"><span><a href="../523959/2022-paper-1-sample-response-3-travel-blog.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2022 Paper 1: Sample Response 3 (Travel Blog) </a></span></li><li class="task"><span><a href="../523960/2021-paper-1-sample-response-1-infographic.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 1 (Infographic) </a></span></li><li class="task"><span><a href="../523961/2021-paper-1-sample-response-2-infographic.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 2 (Infographic) </a></span></li><li class="task"><span><a href="../523962/2021-paper-1-sample-response-3-infographic.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 3 (Infographic) </a></span></li><li class="task"><span><a 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colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 4 (Tandoori Food) </a></span></li><li class="task"><span><a href="../523968/2021-paper-1-sample-response-5-tandoori-food.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 5 (Tandoori Food) </a></span></li><li class="task"><span><a href="../523969/2021-paper-1-sample-response-1-yoruba-twins.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 1 (Yoruba Twins) </a></span></li><li class="task"><span><a href="../523970/2021-paper-1-sample-response-2-yoruba-twins.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 2 (Yoruba Twins) </a></span></li><li class="task"><span><a href="../523971/2021-paper-1-sample-response-2-jake-likes-onions.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 2 (Jake Likes Onions) </a></span></li><li class="task"><span><a href="../523972/2022-paper-1-sample-response-1-first-dog-on-the-moon.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2022 Paper 1: Sample Response 1 (First Dog on the Moon) </a></span></li><li class="task"><span><a href="../523973/2022-paper-1-sample-response-1-ode-to-cauliflower.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2022 Paper 1: Sample Response 1 (Ode to Cauliflower) </a></span></li><li class="task"><span><a href="../523974/2021-paper-1-sample-response-1-housewives.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 1 (Housewives) </a></span></li><li class="task"><span><a href="../523975/2021-paper-1-sample-response-1-humor-that-works.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> 2021 Paper 1: Sample Response 1 (Humor That Works) </a></span></li><li class="task"><span><a href="../523976/november-2021-paper-1s.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> November 2021 Paper 1s </a></span></li><li class="task"><span><a href="../523977/november-2022-paper-1s.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> November 2022 Paper 1s </a></span></li><li class="task"><span><a href="../523978/pre-2021-paper-1s.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Pre-2021 Paper 1s </a></span></li><li class="task"><span><a href="../523979/paper-1-sample-response-1-how-to-attract-women-without-even-tryi.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1: Sample Response 1 (How to Attract Women Without Even Trying) </a></span></li><li class="task"><span><a href="../523980/paper-1-sample-response-2-george-monbiot-the-unlearning.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1: Sample Response 2 (George Monbiot, The Unlearning) </a></span></li><li class="task"><span><a href="../523981/paper-1-sample-response-3-george-monbiot-embarrassment-of-riches.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1: Sample Response 3 (George Monbiot, Embarrassment of Riches) </a></span></li><li class="task"><span><a href="../523982/paper-1-sample-response-13-watches.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1: Sample Response 13 (Watches) </a></span></li><li class="task"><span><a href="../523983/paper-1-sample-response-14-aspen-trees.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1: Sample Response 14 (Aspen Trees) </a></span></li><li class="task"><span><a href="../523984/paper-1-specimen-paper-slavery-today.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 1: Specimen Paper (Slavery Today) </a></span></li><li class="task"><span><a href="../523985/paper-2-sample-response-4-a-dolls-house-and-the-crucible.html"><i class="fa fa-file fa-fw colored fixwidth" title="Reading task"></i> Paper 2: Sample Response 4 (A Doll’s House and The Crucible) </a></span></li></ul></div></div></div></div></div><br><div id="topicsnav" style="margin: 0; padding: 0px;"> <div class="row-fluid accordion-group" style="border: 0px; margin-bottom: 0px;"> <div style="padding: 6px 4px 6px 8px; background: #204a87;"> <a class="accordion-toggle std-header" style="color: #fff; text-shadow: 1px 1px 1px #444; padding: 0px; text-decoration: none; font-size: 16px; font-weight: 400;" data-toggle="collapse" data-parent="#topicsnav" href="#side-box-topics-list"> <i class="fa fa-caret-right fa-rotate-90 white " style="margin-left: 4px;"></i> Topics </a> <span id="sidetreecontrol"> <a title="Collapse all" rel="collapse" href="#"> <i class="fa fa-minus-circle"></i> </a> <a title="Expand all" rel="expand" href="#"> <i class="fa fa-plus-circle"></i> </a> 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">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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/44405/how-do-i-organize-my-paper-2-.html" title="How do I organize my Paper 2? ">How do I organize my Paper 2? </a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/39457/individual-oral-.html" title="Individual oral ">Individual oral </a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/39458/what-is-it.html" title="What is it?">What is it?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/40091/what-are-global-issues.html" title="What are global issues?">What are global issues?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/39459/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="../../page/39462/can-i-listen-to-an-example-.html" title="Can I listen to an example? 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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="../../page/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="../../page/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="../../page/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="../../page/28558/the-course-.html" title="The course ">The course </a></li><ul class="level-1 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href="../../page/29268/formatting-the-learner-portfolio.html" title="Formatting the Learner 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="../../page/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="../../page/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="../../page/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="../../page/28566/areas-of-exploration-.html" title="Areas of exploration ">Areas of exploration </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/28568/readers-writers-and-texts.html" title="Readers, writers and texts">Readers, writers and texts</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/28578/requirements.html" title="Requirements">Requirements</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/28569/time-and-space.html" title="Time and space">Time and space</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/28583/requirements.html" title="Requirements">Requirements</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a 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title="Requirements">Requirements</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/28589/teaching-resources.html" 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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/31255/fake-news-.html" title="Fake News ">Fake News 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class="" href="../../page/28564/assessment-.html" title="Assessment ">Assessment </a></li><ul class="level-1 expanded"><li class="ancestor parent" style="padding-left: 14px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a class="" href="../../page/28591/paper-1.html" title="Paper 1">Paper 1</a></li><ul class="level-2 expanded"><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/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="../../page/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="../../page/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="../../page/30243/8-writing-tips-.html" title="8 writing tips ">8 writing tips </a></li></ul><li class="ancestor parent" style="padding-left: 28px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a class="std-disabled" href="#" title="P1 sample work">P1 sample work</a></li><ul class="level-3 expanded"><li class="ancestor" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../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="../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="../../page/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="../../page/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 class="expander fa fa-caret-right "></i><a class="" href="../../page/37341/paper-1-sample-response-10-justin-gatlin-.html" title="Paper 1: Sample Response 10 (Justin Gatlin) ">Paper 1: Sample Response 10 (Justin Gatlin) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/37340/paper-1-sample-response-11-justin-gatlin-.html" title="Paper 1: Sample Response 11 (Justin Gatlin) ">Paper 1: Sample Response 11 (Justin Gatlin) </a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right 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href="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="" 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fa-caret-right "></i><a class="" href="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/30457/-appeal-to-authority-.html" title="- 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href="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/30517/-enjambement-.html" title="- Enjambement ">- Enjambement </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right 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title="- Formalism">- Formalism</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/30541/-juxtaposition-.html" title="- Juxtaposition ">- Juxtaposition </a></li><li class="" style="padding-left: 28px"><i 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Metonymy ">- Metonymy </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="../../page/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="" 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<div id="main-column" class="span9"><article id="2022-paper-1-sample-response-1-climate-change" style="margin-top: 16px;"><h1 class="section-title">2022 Paper 1: Sample Response 1 (Climate Change)</h1><div class="row-fluid" style="margin-bottom: 14px;"><div class="span12 scrollToTask shadow" data-target="" style="cursor: default; pointer-events: none"><div class="std-taskbar task-not-done"><i class="fa fa-file fa-fw" style="margin-left: 4px;"></i> Reading task</div></div></div><div class="row-fluid"><section class="span12" id="main-content"><p><a href="../../../ib/englishalanglit/tim2022/post21/climate1.jpg"><img class="pop" src="../../../ib/englishalanglit/tim2022/post21/climate1.jpg" style="max-width: 100%; float: right; height: 133px; width: 200px;"></a> This sample response comes from the May 2022 examination session, time zone 2 - Asia, Africa, the Middle East, and Europe. Unfortunately, we can't reprint the actual examination (IB or others own the copyright). We wish it were otherwise! Talk to you IB Coordinator to get the exam itself and they are often available for purchase on the IB store. </p><p>However, you can find the text online. It comes from <a href="https://www.nationalgeographic.com/environment/article/global-warming-effects">The National Geographic Online website and is titled "Effects of Global Warming."</a> Do note that it looks slightly different online than is does in a printed exam. The photos/images are different and of course there are advertisements throughout the website that don't appear on the exam itself. The structure and formatting, as such, is slightly altered. </p><p>Please note that the IB has stated that one of the two non-literary texts will be highly visual. In this exam, questions remain which text was the more visual in nature. There are arguments to be made that both were text heavy. This is an important consideration to keep in mind. Of course, at Higher Level, students need to respond to and write a guided textual analysis of both texts (two separate responses). </p><p>As for the response itself, it is incredibly strong. The language is fluid and convincing. There is a clearly laid out argument that focuses on the purpose of the text. While one might take issue with the attention paid to an American audience, there is a clear slant in the text with so many examples and statistics specifically mentioning the US. However, the paragraphs could connect better and the arguments could be more clearly linked. This is the biggest fault and what stops the essay from achieving full marks.</p><h1>Sample Guided Textual Analysis</h1><div class="blueBg"><p><a href="/media/ib/englishalanglit/tim2022/post21/2022-paper-1-sample-response-1-climate-change.pdf" target="_blank" title="Graded examples"><img class="ico" src="../../../thinkib/icons/exam.png"> 2022 Paper 1: Sample Response 1</a></p><div readonly="true" style="background: #ddd; margin: 20px 0; width: 100%;"><iframe frameborder="0" scrolling="no" src="/media/ib/englishalanglit/tim2022/post21/2022-paper-1-sample-response-1-climate-change.pdf" style="width: 100%; height: 480px;"></iframe></div><section class="tib-hiddenbox"><p><strong>2022 Paper 1 Sample Response 1 (Climate Change)</strong></p><p><strong>Guiding question:</strong> Explore how the writer develops their argument about the seriousness of climate change.</p><p>The context of an author inevitably shapes, whether consciously or subconsciously, the stylistic elements of the text. In the case of this web article, publisher National Geographic’s position as a respected and regarded proponent of the natural planet around the world shapes their message on the unknown effects of global warming and the climate crisis, and the urgency with which humans must work to overcome them. Published in October of 2020, amidst roaring debates between countries forming climate policy at the Paris Climate Summit and upcoming Conference of Parties (COP26), National Geographic uses allusive language, succinct yet cogent scientific statistics, and a narrative structure comprised of multiple brief statements that work to amplify the text’s overall argument, and warning, not only of the serious destruction that the crisis change will cause in the future, but also of the irreversible damage that has already affected the Earth. As a web article created to be shared on social media, the text likely has a target audience of American readers, given the political and economic power the US has, and the extensive list of past and future disasters mentioned in the text that illustrate the impact of climate change on US cities and forests.</p><p>In order to fulfil the intention of creating a sense of urgency about the seriousness of climate change, National Geographic utilises allusive language that contributes to an atmosphere of chaos and movement. After the web article’s introduction, the first sentence (Line 1) starts with an authoritative phrase that the planet “is warming.” More than simple “climbing temperatures,” the author writes about the impacts of “melting glaciers,” “shifting precipitation,” “heat-trapping” gases, and animals forced to be “on the move.” The adjectives that illustrate climate change’s impact resembles a semantic cluster that the author employs to create a sense of urgency through imagery of kinetic and intense change. This semantic cluster is placed by the author in contrast to the typical education about climate change, described simply as “average rising temperature.” National Geographic implores the American reader to challenge the conventional wisdom around them, and the use of allusive imagery assists in informing the audience of the gravely destructive and serious nature of the climate crisis. It is significant that this impactful and bold language is placed near the start of the text, as if to state that the danger of climate change is not up for debate; it is a fact. This allusive language being placed near to the start also gives it close proximity to the National Geographic logo, which subtly lends validity and a sense of authority to the statements in this article: many articles read by Americans online spread misinformation and have a significant political bias, a trait that the National Geographic hopes not to portray to the reader.</p><p>The use of scientific statistics is prominently used by National Geographic to underpin the validity and seriousness of climate change. However, for an American ‘common-citizen’, the author ensures that the data is well-contextualised and easily digestible, as not to be ignored as another piece of ‘scientific jargon’ by readers. A key area where the author utilises data and statistics is to illustrate to the American reader the current effects of climate change, so as to convey how it is a problem that cannot be avoided any longer. Preceding the first significant set of data, the author writes that it is “scientists” who have “already documented” (Line 12) the impacts of climate change. To create a more vivid description of the planet’s ice melting, the author alludes to the state of Montana’s Glacier National Park, one of America’s symbols of natural beauty, and how the glaciers have declined to “fewer than 30” from more than 150. The numbers and data are effective in conveying climate change’s destruction, given that the image of Montana’s glaciers is likely one the American reader is familiar with, and the loss of them is not only a loss of simple ice, but also of their country’s beauty and history. This is amplified by the scientific data stating loss of habitat of “butterflies” and “foxes” due to temperature change, a list of living beings that American readers can connect with. This creates a sense of not only physical loss, but “emotional loss,” very loosely resembling the grief felt due to the pain or death of a loved one. Moreover, the web article also states (line 28) that certain animals have “devastated millions of forested acres in the US.” On one level, this is a factual statement presented by the author to the reader. However, on a deeper level, the choice of word “devastated” creates a more intense emotion of loss in the reader’s mind, while the text by National Geographic still feels unbiased and trustworthy to the American reader.</p><p>The article’s structure of brief yet cogent statements are highly effective in creating a “snowball” effect that slowly but steadily increases the urgency and seriousness of climate change in the American reader’s mind. The first bullet point (line 13) describes that ice and glaciers are melting worldwide. Next, the impact on said melting ice is shown to be impacting the rise of sea levels. Furthermore, this is conveyed to cause a grave loss the wildlife and their habitat, such as the Adelie penguin, whose populations have decreased dramatically. This structure employed by the author is highly effective in illustrating to the American reader the interdependence of Earth’s ecosystems, and how truly complex and deep they are. The structure of the text helps the American reader understand how their actions, of driving a diesel car, or of choosing to consume large amounts of meat, for example, do indeed have an impact of the future of the planet, as this is a connection that humans often are unable to perceive. The author therefore makes the choice to present the future impacts of climate change (line 30) only after highlighting to the reader the way in which the Earth is already decaying. In the final section of bullet points, a section of more alarming statistics is used, such as how sea levels are expected to rise between a whole 26 to 82 centimetres. This fact is now palatable and understandable to the reader, given their new knowledge of the planet’s current state; the narrative structure allows the American reader to truly comprehend the seriousness of climate change and understand that it is been an insidious and gradual process, not a looming threat that will arrive one day, and therefore that readers can campaign and vote to change the planet’s trajectory. Another significant factor in the text’s structure is the embedding of social media icons at the very start of the page. The author understands that overcoming the climate crisis requires a large number of active and educated citizens that stand in solidarity. The buttons enable for quick sharing of Nat Geo’s message and is key in achieving the author’s intention of conveying the seriousness of climate change in the twenty-first century. Additionally, next to these social media icons at the start of the article is a message that the web article is only a “two minute read,” something unfortunately necessary in today’s world of instant entertainment and constant stimulation.</p><p>In order to convey a sense of urgency and seriousness about climate change, National Geographic realises that it is necessary to highlight that the climate crisis will not destroy Earth on one given day in the future, but that it has already destroyed parts of the planet and will only wreak further havoc. The use of allusive imagery that creates a sense of kinetic chaos, contextualized the statistics that lends a new sense of authority, and a succinct yet cogent structure that creates a “snowball effect” work together to highlight to twenty-first century American readers in a minimal amount of time, that the climate crisis cannot be ignored and its impacts extend far further than simple “rising temperatures.” National Geographic hopes to create a voracious enthusiasm for nature and the planet, as it has done for decades, to stimulate passion and protest from citizens to work towards a cleaner planet in the future, hopefully influencing the key policies created by leaders near the time of its publication.</p><p>Word count: 1367</p></section></div><h1>Teacher's Comments</h1><div class="yellowBg"><p style="margin: 0px 0px 10px; color: rgb(36, 36, 36); font-family: Arial, Helvetica, sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"><strong>Criterion A: Understanding and interpretation (5 marks)</strong></p><ul><li>To what extent does the student show an understanding of the text? What inferences can the student reasonably make?</li><li>To what extent does the student support their claims with references to the text?</li></ul><section class="tib-hiddenbox"><p style="margin:0cm;margin-bottom:.0001pt;text-indent:0cm;mso-list:l0 level1 lfo1;
vertical-align:baseline"><strong>5 out of 5:</strong><span style="font-family:arial,helvetica,sans-serif;"> There is a thorough understanding and interpretation of this text. References are well-chosen and effectively support the candidate's argument. It's a complete response and the almost intuitive understanding of the author's purpose demonstrates a subtlety not often found in exam responses.</span></p></section></div><div class="yellowBg"><p style="margin: 0px 0px 10px; color: rgb(36, 36, 36); font-family: Arial, Helvetica, sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"><strong>Criterion B: Analysis and evaluation (5 marks)</strong></p><ul><li>How well does the student does the student evaluate the ways in which language and style establish meaning and effect?</li></ul><section class="tib-hiddenbox"><p style="margin:0cm;margin-bottom:.0001pt;text-indent:0cm;mso-list:l0 level1 lfo1;
vertical-align:baseline"><strong>5 out of 5: </strong>While the paragraphs are focused on a single device as the organizing principle (sometimes an approach that doesn't work for some candidates), this one pulls it off. There is insightful and convincing analysis of the author's choices with a very good understanding of how choices shape meaning. An argument could be made that this mark is slightly too high, and that more choices could be discussed, but the candidate consistently demonstrates they understand how language shapes meaning.</p></section></div><div class="yellowBg"><p style="margin: 0px 0px 10px; color: rgb(36, 36, 36); font-family: Arial, Helvetica, sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"><strong>Criterion C: Focus and organisation (5 marks)</strong></p><ul><li>How effectively does the student structure and present their ideas?</li><li>How balanced and focused is the response?</li></ul><section class="tib-hiddenbox"><p><strong>4 out of 5</strong>: Because the paragraphs are not linked together well-enough, the argument doesn't have the complete coherence it could have had with those connectives. In other words, it's well-organized and mostly coherent. </p></section></div><div class="yellowBg"><p style="margin: 0px 0px 10px; color: rgb(36, 36, 36); font-family: Arial, Helvetica, sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"><strong>Criterion D: Language (5 marks)</strong></p><ul><li>How clear, varied, and accurate is the student’s language?</li><li>To what extent is the student’s choice of register, style, and terminology appropriate?</li></ul><section class="tib-hiddenbox"><p style="margin:0cm;margin-bottom:.0001pt;text-indent:0cm;mso-list:l0 level1 lfo1;
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