English Language B Answers: pp.

100–173

Page Activity Answers

100 1 Student’s own answers

101 2 Q1: The sample answer is largely accurate but incomplete.

Possible answer: The text is an autobiographical first-person account; the intentions
are accurately identified in the sample answer; purposes are to inform, engage,
narrate and describe.
Q2: The sample answer is a summary of the book from which the extract is taken, but
not of the extract itself.
Possible answer: Joe falls and breaks his leg and expects his partner, Simon, to
abandon him in order to save his own life. Meanwhile, Simon watches Joe, knowing
he cannot rescue him and helplessly hoping he will die of his injuries.
103 1 Answers:
Nine out of ten dogs would facts and statistics
recommend Doggibix.
Best Ever Mega Monday Amazing hyperbole; superlative, alliteration;
200% Discount Sale! facts and statistics; exclamation
Work, work, work? repetition; rhetorical question;
Get the laughs back in your life this alliteration
Thursday at the Comedy Club.
Sunshine Spas: Simply the best! alliteration; hyperbole; exclamation
This film was fast, funny and full of triple structure; alliteration;
surprises! exclamation
Is your girlfriend terrified of your rhetorical question
mother?

103 2 Possible answers:

The pain of Joe’s injuries:
 shattering blow – dramatic adjective choice with connotations of destruction
 bones splitting – dramatic and emotive verb choice intended to make the reader
wince
 screamed – emotive verb choice with connotations of fear and pain
 flooded – connotations of overwhelming levels of pain
 a fierce burning fire (metaphor) – connotations of heat, danger, destruction
 exploded – emotive and dramatic verb choice
 ruptured, twisted, crushed (triple structure) – highlighting the variety of damage
the writer’s leg has suffered
Joe’s thoughts and feelings:
 confused – highlights the chaos of the situation
 raced madly – connotations of speed, danger, urgency
 something dark with dread – alliteration emphasising the gravity of the situation
 panic – emotive noun choice
 overwhelmed – suggesting a loss of control
 teetering on the edge – a vivid metaphor, linking the writer’s mental state and his
physical situation
104 Structuring Answers may focus on emotive language choices, rhetorical devices or figurative
your language identified in Activity 2.
response
104 3 Possible answers:
 Multiclause sentence building vivid description: ‘I hung, head down, on my back,
left leg tangled in the rope above me and my right leg hanging slackly to one
side.’
 Multiclause sentence building tension to its final clause: ‘I felt a shattering blow
in my knee, felt bones splitting, and screamed.’
 Multiclause sentence suggesting fast-paced action: ‘Then pain flooded down my
thigh – a fierce burning fire coming down the inside of my thigh, seeming to ball
in my groin, building and building until I cried out at it, and my breathing came in
ragged gasps.’
 Short sentence emphasising a dramatic moment: ‘Simon would be ripped off the
mountain. He couldn’t hold this.’

104 4 Possible answers:

First person narrative: A first-hand account makes the writer’s experience far more
personal and immediate for the reader.

105 5 Student’s answer

108 Exam-style Possible answers:
questions Q1. ‘cough up blood-streaked mucus …a tube inserted into his back and astonishing quantities
of frothy liquid drawn off’
Q2. ‘this disgusting piece of refuse waiting to be carted away and dumped … I thought, that’s
what is waiting for you
Q3.
 Vivid descriptions are built up in long multiclause sentences, using language
chosen to highlight pain and suffering: ‘shout out with pain… quantities of frothy
liquid…’.
 Emotive language highlights suffering: ‘squalid tragedy… plain horror’.
 Comparisons create vivid images: ‘His face, pale as vellum, had shrunken away till
it seemed no bigger than a doll’s.’
 Blunt, neutral language in long, descriptive multiclause sentences reflects the
doctor’s cold, unsympathetic treatment of Numéro 57: ‘the doctor would roll
back his nightshirt, dilate with his fingers a huge flabby protuberance on the
man’s belly…’.
 Emotive language adds powerful emphasis to impressions of unsympathetic
treatment: ‘this disgusting piece of refuse waiting to be carted away and
dumped’.
 The building of sympathy for Numéro 57 in life, before focusing on his death to
build sympathy still further.

108/ Interpreting Possible answers:

109 text  The text directly addresses the reader: ‘The longer you spend in the Capybara…
Remember, first impressions can be misleading…’ suggesting a closeness
between the writer and reader
 Reviews are expected to give an unbiased personal opinion, whereas adverts are
expected to promote a product’s positive qualities.
 Few technical terms make the review accessible to the widest possible audience
  Adjectives such as ‘strong’ and adverbs such as ‘beautifully’ highlight positive
aspects of the car
 Noun phrases such as ‘beautifully finished equipment’ and ‘a much more
expensive car’ highlight positive aspects of the car
 A list (‘laser-guided cruise control, ABS+ and a GPS controlled gearbox) highlights
the many features that the car offers
 Dynamic verbs such as ‘sat… inserting… drive’ convey the experience of driving
the car.
The writer personifies the ‘shout’ of other cars, contrasted with the ‘murmur’ of this
car’s engine, highlighting another strength of the car.
110 1 Possible answers:
Joe’s account
Short sentences ‘Left here? Alone?’
Description of how physically painful ‘I felt a shattering blow in my knee, felt
the accident is bones splitting, and screamed.’
Descriptions of feeling lonely ‘For an age I felt
overwhelmed at the notion of being
left.’
Use of modal verbs (must, could, ‘Simon would not be able to get me up
should, would, shall, will) to speculate it. He would leave me.’
about the future
Punctuation for effect ‘Everyone said it… if there’s just two of
you a broken ankle could turn
into a death sentence… if it’s broken…
if…’

Simon’s account
Careful and considered tone ‘I knew that Joe had fallen, but I
couldn’t see him, so I stayed put’.
Realistic understanding of the situation ‘You’re dead… no two ways about it!’
Unsympathetic descriptions ‘He looked pathetic, and my immediate
thought came without any emotion’
Use of modal verbs (must, could, ‘In a way I hoped he would fall’
should, would, shall, will) to speculate
about the future
Punctuation for effect ‘I kept staring at him, expecting him to
fall…’

111 2 Possible answers:

 ellipsis/exclamation mark: ‘My leg!… My leg!’ (paragraph 2)
 direct speech: ‘I’ve broken my leg, that’s it. I’m dead…’ (paragraph 4)
 emotive language: ‘shattering… screamed’ (paragraph 1)
 rhetorical question: ‘Left here? Alone?’ (paragraph 6)
 use of first-person narrative: ‘I hit the slope…’ (paragraph 1)
 colloquial language: ‘For an age I felt overwhelmed’ (paragraph 6)

111 3 Possible answers:

 direct speech: helps to create a dramatic and vivid impression of events in the
reader’s mind
 emotive language: adds dramatic impact, highlighting pain and fear
  rhetorical question: suggests confusion or uncertainty
 use of first-person narrative: an intimate, personal account
 colloquial language: an informal tone, suggesting an honest, heartfelt personal
account
111 Exam-style Responses may focus on:
question  the harrowing and emotive description of Joe’s fall
 Joe’s vivid expression of fear and isolation
 the contrast with Simon’s coldly logical assessment of the accident and the
likelihood of Joe’s survival.

115 1 Possible answers:

 Simon describes the accident as an almost insignificant ‘sharp tug’
 Simon seems unaware at first of the seriousness of Joe’s injuries. He
describes his position in the snow dispassionately and his general appearance
with no sympathy at all: ‘He looked pathetic.’
 Simon uses blunt language to sum up his first thoughts in just two words:
‘You’re dead.’
 Throughout his account, Simon uses little description or emotive language:
his language choices are largely factual, suggesting a rational and
dispassionate view of events: ‘It was all totally rational.’
 A series of short single clause sentences and short multiclause sentences
suggest he has come to a cold and dispassionate conclusion as he waits for
Joe to fall to his death.

115 2 Responses may focus on:

 The two accounts follow a similar chronological structure: focusing initially on the
accident and then on their two very different reactions to it.
 Joe is very much at the centre of the action. Simon is an observer, responding
dispassionately and logically to events.
 The tone of Joe’s account conveys his suffering, rapid thoughts and extreme
fears; Simon’s account is much calmer and more rational.

116 3 Answers:
Sample Answer A
 The student attempts to show understanding (AO1) but does so inaccurately.
There is no evidence in the text to suggest that Joe’s account is ‘cool and calm’.
However, the student is attempting to show understanding.
 The student attempts comparison (AO3), which is made invalid by the student’s
misunderstanding of Joe’s ’cool and calm’ tone: ‘In Simon’s account he is also
very matter of fact…’.
Sample Answer B
 Example Answer B is more successful.
 The student meets AO3: there is clear comparison throughout, for example:
‘Simon and Joe both use exclamatory sentences … In comparison with Joe’s
account, Simon is less emotional.’

119 Exam-style Responses may focus on:

question  Both texts focus on an accident while climbing
  Both writers use dynamic verbs and emotive language to convey the accident
and the subsequent pain.
 Both texts end with climbers facing very difficult circumstances and choices.
 Both texts recount personal experiences in the first person
 The writer of Touching the Void gives contrasting perspectives on the
accident, whereas the writer of Between a Rock and a Hard Place focuses
only on his own perspective.

140 1 1.
Inform Persuade Explain
 facts not opinions  facts and opinions  facts not opinions
 formal language  informal language  formal language
 neutral tone  positive tone  neutral tone
 does not address the  addresses the reader  addresses the reader
reader directly directly directly

2. Student’s own answers

141 2 Possible answers:

Inform Explain Review Argue Persuade Advise

Malala Yousafzai’s    
speech
‘Why all this selfie    
obsession?’
From A Passage to  
Africa by
George Alagiah
From Teenage  
Kicks – The Value
of Sport in Tackling
Youth Crime
Review of Gravity  
‘Are Humans  
Definitely Causing
Global Warming?’
‘I have a dream’  
speech by Martin
Luther King

141 3 Possible answers:

Inform Explain Review Argue Persuade Advise
The School Food    
Plan
Notes from an  
Author
The Great Railway  
Bazaar
A Letter by WEB Du   
Bois
143 1 Possible answers:
 Arguably, the densely and purely factual information given lacks interest and may
not engage readers.
 Each paragraph is focused on one aspect of the topic.
 The text is structured chronologically but, while it begins at the start of the school
day, it stops long before the end of the school day.
 Most information is clearly conveyed, for example: ‘The school has been built on
the outskirts of our town.’ Other choices could be more precise, for example:
‘quite a new building’.
 A wide range of adverbials (for example: ‘following that…’) and conjunctions (for
example: ‘When…’) make meaning clear.
 Effective use of facts and statistics, for example: ‘1200 young people… 8.30 am…
8.45 am…’.

143 2 Possible answers:

Elements/Techniques Example Effect
Headings There are no headings Can help to guide the
reader through the
information given
Facts ‘The school has been built Add precision and detail
on the outskirts of our to informative texts
town’
Statistics ‘1200 young people’ Add precision and detail
to informative texts
Language choices ‘There are playgrounds Largely factual, simple
and sports facilities which and broad language
are very popular.’ choices.
Structure ‘The day starts at 8.30 Chronological structure is
am.’ logical and accessible.
Tone ‘There is a Formal and factual.
cloakroom where they
can be left but most
students don’t because it
is not very convenient.’
Description ‘quite a new building… Description is minimal
lawns and trees’ and so only a vague
impression of the school’s
appearance and
atmosphere is created.

144 3 Possible answers:

Explain features Example Effect
Texts have a title that A leaflet entitled ‘How to A clear indication of
asks ‘how’ or ‘why’. Be Healthy’ content to guide and
interest readers
Texts use features such as Subheadings such as Each of these features
clear paragraphs, bullet ‘What should I eat?’ and helps to convey
 points, bold font and ‘How can I get fitter?’ information as clearly and
subheadings. accessibly as possible.

Texts use connectives to ‘Firstly… secondly… Clearly signalling and

show a series of points or then… finally…’ guiding the reader
events (for example, through a complex
‘firstly’). process or idea.

Texts use connectives to ‘It is important that you… Explaining the cause and
explain cause and effect because…’ effect is key to
(for example, ‘because’). explanation texts,
responding to the ‘How…’
or ‘Why’ question in the
title.
Texts may contain A bar chart or diagram Diagrams can convey a
diagrams. showing a range of food large amount of
types and examples. information clearly and
concisely.
Texts may use technical ‘calories… heart rate… Suggests the writer’s
or specialist vocabulary. carbohydrate…’ expertise
Texts use formal or ‘It is important to reduce Suggests the text is an
impersonal style in which your consumption of authoritative and reliable
neither the writer nor the sugary foods…’ source of information.
reader is directly
involved.
Texts are clearly ‘In summary, if you adopt A clear structure,
structured and reach a a healthy diet and do a summarised at the end,
conclusion that reminds reasonable amount of focuses the reader on key
the reader of the exercise…’ points.
question.

144 4 Student’s own answer

144 5 Student’s own answer
145 6 Student’s own answer
146 Writing to Answers:
argue Example answer B is more effective because:
 it is expressed clearly and accurately
 it is written in a formal register
 it is paragraphed clearly and each paragraph makes one clear point
 points are supported with evidence.

147 1 Answers:
Statement Answer A Answer B
Sentences are badly punctuated and there are several

spelling mistakes.
A wide range of words and sentence structures is used to

engage the reader.
Text speak, abbreviations and slang are inappropriately

used.
 The first sentence repeats the question and there is a
limited range of vocabulary and sentence structures. 

It is firmly structured in paragraphs and ideas are


carefully linked by words and phrases.
The tone is serious, and the argument is very logical. 
The tone is too informal, and ideas are not linked clearly. 
The structure is weak and there are no paragraphs. 
The spelling, punctuation and grammar are correct. 
Points are made clearly, and reasons and evidence are

given for them.

148 2 Possible answers:

 The opening is clear but could be more engaging.
 Structure is confused: instead of focusing on the topic of redecoration, it
mentions redecoration then focuses on the curriculum, attendance, rules and
smoking.
 There is no evidence or use of detail to develop points.
 There are some attempts at persuasive language (for example, ‘urgent need’, use
of rhetorical questioning).
 The meaning is clear, and the punctuation and spelling is accurate.

149 3 Student’s own answers

149 4 Possible answers:
 The text features:
o an appropriately formal tone
o an engaging and reassuring opening, logically structured, clear and accurate
o a lack of practical advice in the given extract.
 In summary, the writer has made effective use of language and structure but
needs to gather a range of ideas to give advice to the reader.

149 5 Student’s own answers

150 1 Possible answers:
 Extract A: Scientific terminology (‘methane’, ‘chlorofluorocarbons’), formal
language choices (‘primary culprit’, ‘to a less extent’), longer, multiclause
sentences and language choices suggest an audience of older students or adults.
 Extract B: Formal but less complex language choices (‘extreme’, ‘emerging’) and
shorter sentences suggest an intended appeal to a more general audience.
 Extract C: The use of informal or non-standard English (‘so’, ‘for real’) and the
rhyming/rap form suggest an intended appeal to a younger audience.

151/2 2 Possible answers:

Questions to consider Examples from the text
What words in this piece emphasise the 1. ‘pitilessly abused’
cruel way in which some animals are 2. ‘suffering’
treated? 3. ‘abandoned’

What words emphasise the positive 1. ‘harmony and respect’

aspects of the RSPCA’s work? 2. ‘truly amazing’
 3. ‘protecting’

What words and details emphasise the 1. ‘most visible’

strengths of the RSPA inspectors? 2. ‘rescue around 119,000 animals every
year’
3. ‘Looking after pitilessly abused and
abandoned animals’

152/3 3 Possible answers:

 informal style: ‘Please don’t shout at me…’
 personal pronouns: ‘I doubt if you would let me talk directly to you…’
 variety of sentence structure: ‘We have always been close friends and you have
always trusted me in the past. So, listen to me now.’
 emotional language: ‘sick with worry’

 Q1: D (for example, ‘Please don’t shout at me…’ ‘sick with worry’)
 Q2: C (‘you’)
 Q3: B (for example, ‘So, listen to me now.’ ‘Insane even.’
 Q4: A (for example, ‘sick with worry’ ‘always been close friends’)

153 4 Student’s own answers

154 / 1 Answers:
155 Form Features
A. Article Headline, main body, conveys ideas/information
B. Email Informal greeting, main body, informal register
C. Letter Formal greeting, main body, formal register
D. Review Headline, main body, expresses opinion on a book

156 2 Student’s own answers

157 3 Student’s own answers
157 4 Student’s own answers
158 5 Student’s own answers
158 6 Student’s own answers
159 7 Student’s own answers
159 8 Student’s own answers
160 1 Possible synonyms:
Interesting Bad/Terrible Good/Brilliant Idea
compelling abhorrent splendid belief
engaging appalling glorious concept
fascinating atrocious magnificent notion
intriguing awful exceptional solution
stimulating dire excellent thought
thought-provoking dreadful superb
absorbing frightful great
captivating ghastly marvellous
enthralling gruesome wonderful
gripping hideous
riveting horrendous
 horrid
shocking
unpleasant
hateful
loathsome
monstrous
odious

160 2 Possible synonyms:

Happy Unhappy Success Failure
cheerful depressed accomplishment defeat
delighted miserable achievement failing
ecstatic troubled triumph loss
glad cheerless victory
joyful crestfallen win
merry dejected
overjoyed
pleased
satisfied
thrilled

Do Go Achieve
accomplish leave accomplish
achieve move complete
act travel earn
complete depart gain
make escape obtain
perform exit win
produce
undertake

161 3 Possible answers:

 point: feature, aspect
 people: contacts, friends (Note that a pronoun can also be used to address the
reader or listener directly, for example, ‘you’.)

162 4 Student’s own answer

163 5 Student’s own answer

164 1 Student’s own answer

165 2 Student’s own answer
166 1 Possible answers:
A. An intriguing idea and the appeal of personal stories
B. A shocking image and a cliffhanger statement: ‘…one I will never forget.’
C. An intriguing statement.
167 2 Student’s own answers
167 3 Student’s own answers
167 4 Possible answers:
 Malala Yousafzai’s Speech to the UN General Assembly: an appeal for action
 ‘Why All This Selfie Obsession?’: an upbeat note
 ‘How the Poor Die’: a vivid image.
168 1 Student’s own answers
169 2 Possible answers:
 consider how the introduction and conclusion could be given greater impact
 link the current situation and the negative impact it has on young people
 highlight the benefits that the suggested improvements could bring
169 3 Student’s own answers
170 1 Student’s own answers
172 2 Student’s own answers
173 3 Student’s own answers
173 4 Student’s own answers