Revision IGCSE Extended Paper Timemanagement Question 1 45

Revision IGCSE Extended Paper Time-management Question 1 - 45 minutes (20 marks) Question 2 -30 minutes (10 marks) Question 3 - 45 minutes (20 marks)

Examiners Report • Candidates in this session seemed familiar with the layout of the paper and the demands of each question. There were still some responses that depended too heavily on the wording of the passage in Questions 1 and 3 and centres are reminded that candidates are expected to adapt and modify the material in thepassage for higher band marks, and that copying from the passages is to be avoided.

Examiner Report • Candidates appeared to find both passages equally accessible and were able to finish the paper within the time allowed. Most candidates had been entered for the appropriate tier, though some clearly would have benefited from being entered for the core tier. There did not seem to be many significant misunderstandings of the content of the passages, although at times finer details were confused – whether Jed or Sammy was the manager, for example. Careful reading is essential to ensure that such details are teased out and used to support ideas firmly and securely.

Examiner Report • Copying was sometimes evident in Question 1, especially in response to the first bullet point: there is a significant difference between using textual detail in support of points and lifting whole sections of the text or key phrases. The description of the dormitory was often copied, in particular. Candidates must change the language of the passages in response to Question 1 and Question 3 in order to achieve a higher Reading and Writing mark.

Examiner Report • For Question 2, in order to achieve higher marks, candidates must make appropriate choices of words and phrases and need to make specific and detailed comments about these choices. To gain marks in the higher bands candidates need to write detailed explanations of the effects of their choices, demonstrating sound understanding of the writer’s purpose. Weaker responses tried to explain the selected language in the same words as the language choice. Candidates should avoid using a grid or table format to respond to this question, as it usually limits their ability to explore the choices they have selected and often leads to repetition.

Examiner Report • On this Reading paper 20% of the available marks are for Writing, split evenly between Questions 1 and 3. It is important that candidates consider the quality of their writing and avoid using lifted material from the passages. Most responses were written in an appropriate register, but some Writing marks were affected by awkward expression or limited style, overreliance on the language of the passages, or structural weakness and incoherence. Candidates should ensure that they pay attention to the length guidelines for their response these questions, particularly Question 3 where lengthy answers cannot score highly on the Writing mark.

Examiner Report • It is essential that the skills of selection and modification are demonstrated in this paper. In addition, there needs to be a strong focus on the actual wording of the questions. Candidates should aim to plan their responses. Effective planning ensures that there is no repetition between sections of a question, that they are all given equal attention and coverage, and that there is a coherent and logical structure to the response. It also helps for example to ensure that the response in Question 1 addresses the three assessment objectives

Examiner Report Advice to candidates on Question 1 ● read the question carefully to determine its voice, style and purpose ● answer all parts of the question, giving equal attention to each of the three bullet points ● answer in your own words, adapting material from the passage to make it an appropriate response written in the required style ● plan your answer to ensure that the material is sequenced logically and to avoid repetition ● select the most appropriate ideas from the passage ● develop and modify some of the ideas relevantly ● create a suitable voice, tone and style for the persona in the response.

Examiner Report Advice to candidates on Question 2 ● focus on the question carefully to ensure that all your choices are relevant ● re-read the whole paragraph before making selections; choose the best and not those which happen to come first ● choose a range of words and phrases that seem powerful. Do not write out whole sentences, but also do not offer only one word if it is part of a descriptive phrase ● do not write out the beginning and end of a long quotation with the key words missing from the middle ● remember to put quotation marks around your choices. This makes it easier for the Examiner to identify them and makes it easier for you to focus on the exact wording ● avoid general comments such as ‘this creates a strong visual image’, or ‘this draws the reader in and makes them want to read on’. Such comments will not earn any marks at all ● if you are not sure about effects, try to at least give a meaning, in context, for each of your choices ● remember you do not get any marks for identifying techniques unless you focus on the meaning and effects of the words you have chosen ● to explain effects, think of what the reader sees and feels when reading the word or phrase, because of the connotations and associations of the language ● include images from each paragraph, and try to explain them.

Examiner Report Advice to candidates on Question 3 ● read the question carefully and underline the key words ● re-read the passage after reading each part of the question, in order to find the precise information to answer it ● plan your answer carefully by listing relevant points in as few words as possible ● read through your list of points and link any that are similar or the same ● write up your answer in full sentences; refer only to your notes rather than the passages ● do not write an introduction ● do not use quotes in your answer to Question 3 b ● do not write a narrative, or in the first person ● do not copy whole phrases from the passages ● write no more than one side of average handwriting ● write in an informative style and never add to the content of the passage ● make each point only once.

Objectives To recap success criteria and tips To respond to questions To evaluate answers

Question 1: Directed Writing Reading 15 marks Writing 5 marks • Demonstrate understanding of explicit meaning included in the passage • Articulate experience and express what is thought, felt and imagined • Demonstrate the understanding of implicit meanings and attitudes in the passage • Analyse, evaluate and develop facts, ideas and opinions • Sequence facts, ideas and opinions • Use a range of vocabulary • Use register appropriate to audience and context • Make accurate use of spelling, punctuation and grammar

Question 1: Directed Writing Question 1 is undoubtedly the hardest question on the paper… Marks are awarded for: • Selecting and retrieving the right information (explicit meaning) – the easy marks • Working out the underlying meaning (implicit – not said, but we can work it out from what is written) • Predicting what could occur next or explain thoughts and feelings – the hardest marks

The Indonesian Rainforest You are Pascal Sanches, the journalist. Write a magazine article for the conservation magazine based on your visit to the Indonesian Rainforest, with the title ‘Palm Oil Threat to Indonesian Rainforest’. In your newsarticle you should comment on: • your own memories of the rainforest and your experience of seeing an orangutan • an explanation of the threat to the rainforest and the orangutans • your feelings about the rainforest and the orangutans and your predictions for their future. Base your magazine article on what you have read in Passage A, but be careful to use your own words. Address each of the three bullets. Begin the magazine article: ‘The Indonesian rainforest is truly a sight to behold…’ Write about 250 -300 words. Up to 15 marks are available for the content of your answer, and up to 5 marks for the quality of your writing.

Tips for success • Answer all three bullet points in a balanced way (you will lose marks if you focus on one bullet point in expense of another) • Adopt the correct role/voice for the task • Know WHY you are writing • Get the type/form correct (a letter, a diary or even an interview) • Know WHO you are writing for • Make sure you select the right information from the passage (you cannot just make stuff up – it is not a creative piece of work)

Evaluating Your own memories of the rainforest and your experience of seeing an orangutan • • • The humidty The light shafts The height of the trees The beauty of the forest The difficult terrain • • • The orangutan’s lazy presence The orangutan’s eating The orangutan’s fur The orangutan picking his teeth The orangutan’s face

Evaluating An explanation of the threat to the rainforest and the orangutans • • The wish to use the land for palm oil due to the climate The deforestation The burning of the forest/flora The demand for palm oil from the West The use of palm oil in such a range of products The drying land post deforestation and burning The towed logs eroding the soil

Evaluating Your feelings about the rainforest and the orangutans and your predictions for their future • • Guilt at using palm oil products Fondness for the orangutans and human-like connection to them The rainforest will diminish Sadness at the contrast between the rainforest and the burned land The orangutans will become extinct Awareness that palm oil could be developed in the West Awe of the trees’ magnitude Awe at the orangutans

What makes this an A response? • Ideas selected relevantly, supported with details from the passage. • Clear and balanced response • Well sequenced • Appropriate register • Awareness of audience • Candidate’s own words • Developed opinions

Question 2 Writers choice of language

Question 2 • Worth 10 marks overall and is not marked for SPG • 8 marks are available for picking the right words and phrases over two paragraphs and explaining their effect • 2 marks are on offer for explaining what the overall effect/pattern all the words and phrases have • You should spend no more than 30 minutes on this question

Decoding words Somewhere in his peripheral vision, Mark had become vaguely aware of an alien inhabitant scuttling nearby. He looked down to see the unwelcome sight of a black striped scorpion, charging towards him with dagger like pinchers held up by sinewy arms. Its hard shell was dusted by golden sand from the desert, which, when reflecting the bright sunlight, created a metallic shield: impenetrable and fierce. He had heard about these fatal predators in his guide book and he knew it would not take long before this audacious arachnid targeted its prey. Mark’s heart beat wildly. He thrust his fists into his short’s pockets and sped towards the air-conditioned door.

Decoding words There are three ways to decode a word. 1. Look for words within the word. For example, Protectorate (Small Belarus was the protectorate of mighty Russia) 2. Does the word sound like a another word that you know. For example, majestic. 3. Does the whole sentence give you a clue about the word meaning. For example, The assassin was incognito dressed in his plain suit, walking calmly like the rest of the pedestrians.

Decoding words What if none of those work? Leave word or phrase alone and look for something else instead. The mark scheme purposely gives the examiner at least EIGHT examples. There will be an easier word or phrase…so find it. Stop being lazy and read more than the first four lines.

Decoding words He remained motionless, clammy and everreddening, as he had done for the past hour, listening as unfamiliar birds chirruped noisily in the exotic trees that lined the hot, white road in front of him, taxis swung by to deposit fresh batches of excitable, luggage-laden tourists, and nearby shop shutters were rattled open, signaling the stirrings of a city preparing for another unrelenting day. Mark watched in trepidation, as he forced his foot forward. He thought back to when he had booked his flight. He was getting closer.

Patterns and overviews TOP TIPS for creating an overview • Identify the images in the paragraph – are they all trying to paint the same picture and create the same effect? • Look at the words being used – do they have anything in common? • Look for interesting conflicts and contrasts. Does the passage contrast someone’s cold to the warmth of a fire or how strong nature is compared to how weak humans are? • You could underline/highlight similar groups of words to help you.

Patterns and overviews Re-read the descriptions of: • The writer’s thoughts about New York

Patterns and overviews It has always been widely accepted that New York is a place where dreams can come true, where magic happens. It is perhaps the only city in the world where, as a stranger, I felt like I had been here before and I had in one sense, because I’d walked down these streets, seen these iconic buildings in many of the films I’d watched in the comfort of my own home. It is fair to say that I had huge expectations of what I was to find, fuelled in part by the many guidebooks I had bought and scoured in advance. In my mind every minute of those 4 days was filled: long, relaxing walks through Central Park, perhaps even an epic horse and cart ride, visiting the film locations of ‘Friends’, standing on top of the world on the Empire State Building and feeling humbled at the Ground Zero site. Shopping too played a large part in my ambitious itinerary; shopping in Macy’s and Bloomingdales and ensuring that my brand new wardrobe was acquired using the wallet full of dollars I had saved up.

Patterns and overviews Re-read the descriptions of: • The effects of the storm

Patterns and overviews However, the New York I arrived in bore no resemblance to any of my expectations. It was, I suppose, like a film set but the film was more like a horror than one of the romantic comedies often associated with the Big Apple. I arrived in my hotel room and turned on the news to see that Super Storm Sandy, the deadliest and most destructive hurricane of 2012, was about to hit the shores of Manhattan, 10 minutes away from where I was staying. A hurriedly written note was pushed under my door instructing residents to not leave the building for the next 24 hours. I went down to the lobby to see what was going on for myself; chaos was ensuing. Janitors were frantically taping up the windows at the front of the hotel and a cordon was placed outside the revolving doors to keep people at a safe distance should the windows shatter. The lobby was full of tourists and their packed suitcases, with nowhere to go; all flights had been cancelled, but even if they hadn’t been there was no bus or subway operating and no taxi drivers were prepared to take the risk of getting into a car. Many of these people had already checked out but when they desperately tried to check in again they were greeted with tariffs three times their original cost; hotel staff saw the opportunity to make some money. People were getting angry.

Writing about the effect Often students really struggle with what is meant by ‘effect’. Sometimes a student’s answers is so vague the examiner isn’t really being told anything at all about the word/phrase OR the effect. Here is a BAD example: Student 1: The phrase “the menacing cold surrounded me” has an interesting effect because it is really memorable and makes me really want to read on. The effect of the sentence is that I know it is really cold which sticks in the reader’s head.

Writing about the effect This is a bad example because: • It says ‘interesting’ effect – what does that actually mean? What is interesting? • It says it is ‘memorable’ but HOW? Why? Which word? • Where is the analysis of individual words? What about the word ‘menacing’? • It doesn’t explain how the man in the sentence is affected by what’s happening to him. • It doesn’t link it to context. • It does not identify that it is an image.

Writing about the effect TOP TIPS • Always think about individual words • Write down the word and then the meaning of the word – this can often act as a bridge to get you to think about the effect. • Link your thoughts on the words to the context of the passage • Be specific with your language, do not say general things like it is ‘good’

Writing about the effect Simple structure: Phrase/word -> meaning/definition -> effect

The volcano Volcano walkers are taken to the mouth of the crater from where they are lowered in a basket into the depths of the earth. People once thought that volcanoes were portals to Hell and associated with death and destruction and yet the entrance to the crater is awe-inspiring and almost ethereal. The vastness of it can feel overwhelming; it is the size of a cathedral and the Statue of Liberty could easily fit into the shaft. After 6 minutes and 120 metres, visitors arrive at the crater base. The ground space is the size of three full-sized basketball courts placed next to each other. It is an intimidating size and human beings appear ant-like to the visitors about to make their descent.

Writing about effect 1. The phrase ‘the mouth of the crater’ is interesting here. ‘Mouth’ means something that humans have to help them eat food. The effect of this word is that the volcano is ready to swallow up the tourists in one gulp. 2. Depths of the earth is also important in this description. The word ‘depth’ means something that is incredibly deep. The effect is that the tourists are being lowered into the deepest parts of the earth. 3. Finally, ‘humans appear ant-like’ is a clever description of the volcano. The word ‘ant’ means an insect that is very fragile and small. The effect is that the writer compares humans to the size of ants compared to the large volcano and that it could crush them with even thinking about it.

The crater At the bottom there is a reverent hush. People whisper in respect to the sleeping giant who has lain dormant for 4, 000 years. The subterranean walls are scorched with colours from a divine palette: magenta red, vibrant purple, burnt orange, vivid green and honey yellow. The colour intensifies in certain places where 4000 years ago the magma was pushed out with brutal force. This is Mother Nature’s secret place, her private art studio where visitors feel like trespassers. The protruding rock faces show a tapestry of patterns and formations that have been moulded by heat, pressure and time. Floodlights illuminate the walls and draw attention to the beauty humans were never intended to see. A light rain weeps from the porous rock above and covers the crater sides with a shine that makes it sparkle. The scorch marks can be seen close up – at one point in time these rock faces were glowing red with fiery heat. This giant, although sleeping, is still dangerous: an 80 -metre drop into the void is disguised by a collection of rocks close to where visitors stand.

The crater At the bottom there is a reverent hush. People whisper in respect to the sleeping giant who has lain dormant for 4, 000 years. The subterranean walls are scorched with colours from a divine palette: magenta red, vibrant purple, burnt orange, vivid green and honey yellow. The colour intensifies in certain places where 4000 years ago the magma was pushed out with brutal force. This is Mother Nature’s secret place, her private art studio where visitors feel like trespassers. The protruding rock faces show a tapestry of patterns and formations that have been moulded by heat, pressure and time. Floodlights illuminate the walls and draw attention to the beauty humans were never intended to see. A light rain weeps from the porous rock above and covers the crater sides with a shine that makes it sparkle. The scorch marks can be seen close up – at one point in time these rock faces were glowing red with fiery heat.

Question 3 a)Notes What do you learn about kopi luwak coffee from passage B? Write your answer using short notes. You do not need to use your own words. Up to 15 marks are available for the content of your answer. What you learn about kopi luwak coffee:

What you learn about luwak coffee: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Men collect the luwak dropping in woven bowls The luwaks eat coffee berries The coffee bean is not digested and is left in the dropping The bean is found and used to make coffee The coffee is also known as civet, wolf or cat coffee The coffee is expensive It is superior to other coffee The digestion process the coffee bitter taste It was developed in the 18 th century Wild luwak droppings are hard to find Kopi luwak coffee farmers are rare Luwaks are now often kept in cages Conditions for the luwaks are poor and they are force fed Tourists visit the luwak farms to drink coffee New farming methods make the coffee more readily available