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Year 11 DP Language and Literature HL2012 Semester Two Take-Home Examination120 minutes 5 minutes perusal

Student name: ________________

Teacher name: ________________

Instructions to candidates:

Reading time: 5 minutes

Working time: 120 minutes

Write using black or blue pen

Write your name on every page

Do not open this examination paper until instructed to do so

Format:

Paper One: Select either Group One texts or Group Two texts. Write a comparative essay on the two texts from this Group

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GROUP ONE TEXTS

TEXT A

The Boston flight had only just landed and I guessed I had a half-hour wait. If one ever wanted

proof of Darwin's contention that the many expressions of emotion in humans are universal,

genetically inscribed, then a few minutes by the arrivals gate in Heathrow's Terminal Four

should suffice. I saw the same joy, the same uncontrollable smile, in the faces of a Nigerian earth

mama, a thin-lipped Scottish granny, and a pale, correct Japanese businessman as they wheeled

their trolleys in and recognized a figure in the expectant crowd. Observing human variety can

give pleasure, but so too can human sameness. I kept hearing the same sighing sound on a

downward note, often breathed through a name as two people pressed forward to go into their

embrace. Was it a major second or a minor third, or somewhere in between? Pa-pa! Yolan-ta!

Ho-bi! Nz-e! There was also a rising note, crooned into the solemn, wary faces of babies by

long-absent fathers or grandparents, cajoling, beseeching an immediate return of love. Han-nah?

Tom-ee? Let me in!

The variety was in the private dramas: a father and a teenage son, Turkish perhaps, stood in a

long silent clinch, forgiving each other, or mourning a loss, oblivious to the baggage trolleys

jamming around them; identical twins, women in their fifties, greeted each other with clear

distaste, just touching hands and kissing without making contact; a small American boy, hoisted

onto the shoulders of a father he did not recognize, screamed to be put down, provoking a fit of

temper in his tired mother.

But mostly it was smiles and hugs, and in thirty-five minutes I experienced more than fifty

theatrical happy endings, each one with the appearance of being slightly less well acted than the

one before, until I began to feel emotionally exhausted and suspected that even the children were

being insincere. I was just wondering how convincing I myself could be now in greeting Clarissa

when she tapped me on the shoulder, having missed me in the crowd and circled round.

Immediately my detachment vanished, and I called out her name, in tune with all the rest.

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Less than an hour later we were parked by a track that ran through beech woods in the Chiltern

Hills, near Christmas Common. While Clarissa changed her shoes I loaded a backpack with our

picnic. We set off down our path arm in arm, still elated by our reunion; what was familiar about

her--the size and feel of her hand, the warmth and tranquility in her voice, the Celt's pale skin

and green eyes--was also novel, gleaming in an alien light, reminding me of our very first

meetings and the months we spent falling in love

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TEXT B

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GROUP TWO TEXTS

TEXT A

FOR the most wild, yet most homely narrative which I am about to pen, I neither expect nor

solicit belief. Mad indeed would I be to expect it, in a case where my very senses reject their own

evidence. Yet, mad am I not -- and very surely do I not dream. But to-morrow I die, and to-day I

would unburthen my soul. My immediate purpose is to place before the world, plainly,

succinctly, and without comment, a series of mere household events. In their consequences, these

events have terrified -- have tortured -- have destroyed me. Yet I will not attempt to expound

them. To me, they have presented little but Horror -- to many they will seem less terrible than

barroques. Hereafter, perhaps, some intellect may be found which will reduce my phantasm to

the common-place -- some intellect more calm, more logical, and far less excitable than my own,

which will perceive, in the circumstances I detail with awe, nothing more than an ordinary

succession of very natural causes and effects.

From my infancy I was noted for the docility and humanity of my disposition. My tenderness

of heart was even so conspicuous as to make me the jest of my companions. I was especially

fond of animals, and was indulged by my parents with a great variety of pets. With these I spent

most of my time, and never was so happy as when feeding and caressing them. This peculiarity

of character grew with my growth, and, in my manhood, I derived from it one of my principal

sources of pleasure. To those who have cherished an affection for a faithful and sagacious dog, I

need hardly be at the trouble of explaining the nature or the intensity of the gratification thus

derivable. There is something in the unselfish and self-sacrificing love of a brute, which goes

directly to the heart of him who has had frequent occasion to test the paltry friendship and

gossamer fidelity of mere Man.

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TEXT B

EDITORIAL: Let's reevaluate our mental health care

THE AIKEN STANDARD

We don't know why Thomas Alton Caffall opened fire on a law enforcement veteran serving him

an eviction notice at his home near the Texas A&M campus on Monday. Caffall, the officer and

a bystander all died.

Caffall's mother issued a statement through the family attorney indicating her son, whom she

called Tres, was "ill" and saying the family was "shocked and devastated by the tragedy," CNN

reported.

The mental health issues are a recurring theme among these mass shootings.

James Holmes, a former Ph.D. student at the University of Colorado, is charged in the July

shooting rampage during the midnight showing of the new Batman movie in Aurora, Colo., that

left 12 people dead and 58 other injured. His attorneys say he suffers from a mental illness.

Jared Lee Loughner pleaded guilty this month to killing six people and wounding 13, including

then-Rep. Gabby Giffords, in Tucson, Ariz., last year. He was able to plead because, after a year

of psychiatric treatment, he is competent to stand trial.

Mental illness is the recurring theme. That isn't an excuse for any of these actions, but it does

point out that we need to rethink the mental health system in the United States.

We don't have the answers, but it is time that we re-evaluate. For years, funding for mental health

has been slashed. According to the National Alliance on Mental Illness, from 2009 to 20012,

state legislatures across the country made a total of $1.6 billion in cuts for mental health care.

And yes, once again, South Carolina leads the list with the greatest proportion of cuts during that

time - a whooping 39.3 percent. Funding went from $187.3 million in 2009 to $113.7 million in

2012, for a drop of $73.6 million. No. 10, Mississippi, saw a 10.4 percent cut.

South Carolina also spends less than most states per capita, $60.24 per person. That's less than 50

percent of the national average of $122.90. Only seven states spend less per person on mental

health care.

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The mental health funding problem hasn't gone unnoticed by Gov. Nikki Haley. In contrast to

her determination to cut government spending, she has made mental health funding a priority.

Mental health care has changed over the decades. Sufferers are no longer warehoused in large

asylums where professionals believed the moon was the cause of many mental problems. The

emphasis has changed to more community-based programs where patients can be treated closer

to home.

But we still have too many people falling through the cracks.

We aren't making excuses for any of the recent killing sprees, but it should lead to more

discussions about how we deal with mental health issues. Without it, we may see even more

rampages in the future.

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HL Paper 1: Comparative Textual Analysis

Criterion A: Understanding and Comparison of the Texts

Criterion B: Understanding of the Use and Effects of Stylistic Features

Criterion C: Organization and Development Criterion D:Language

• To what extent does the analysis show the similarities and differences between the texts?• To what extent does the analysis show an understanding of the texts, their type and purpose, andtheir possible contexts (for example, cultural, temporal, relation to audience)?• Are the comments supported by well-chosen references to the texts?

• To what extent does the comparative analysis show awareness of how stylistic features of the texts,such as language, structure, tone, technique and style, are used to construct meaning?• To what extent does the comparative analysis show appreciation of the effects of stylistic features(including the features of visual texts) on the reader?

• How well organized and coherent is the comparative analysis?• How balanced is the comparative analysis? (“Balance” here means equal treatment of the two texts.)

• How clear, varied and accurate is the language?• How appropriate is the choice of register, style and terminology?

0 The work does not reach a standard described by the descriptors below

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1 There is little understanding of the context and purpose of the texts and their similarities or differences; summary predominates

Observations are rarely supported by references to the texts.

There is little awareness of the use of stylistic features

There is little or no illustration of the effects of stylistic features on the reader.

Little organization is apparent. There is no sense of balance and very little

development; considerable emphasis is placed on one text to the detriment of the other.

Language is rarely clear and appropriate. There are many errors in grammar,

vocabulary and sentence construction. There is little sense of register and style.

2 There is some understanding of the context and purpose of the texts, and the similarities or differences between them;

Observations are generally supported by references to the texts.

There is some awareness of the use of stylistic features

There are few references illustrating the effects of stylistic features on the reader.

Some organization is apparent. There is little sense of balance and some

development; although both texts are addressed, the treatment of one is superficial.

Language is sometimes clear and carefully chosen.

Grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent

The register and style are to some extent appropriate to the task.

3 There is adequate understanding of the texts, their possible context and purpose, and the similarities and differences between them; comments are included,

Observations are generally supported by references to the texts.

There is adequate awareness of the use of stylistic features

There is adequate understanding of the effects of these stylistic features on the reader.

The comparative analysis is organized and structured in a generally coherent way.

There is a sense of balance and adequate development.

Language is clear and carefully chosen. There is an adequate degree of accuracy in

grammar, vocabulary and sentence construction despite some lapses

Register and style are mostly appropriate to the task.

4 There is good understanding of the texts, their context and purpose, and the similarities and differences between them;

Comments are mostly supported by well-chosen references to the texts.

There is good awareness and illustration of the use of stylistic features

There is detailed understanding of the effects of these stylistic features on the reader.

The comparative analysis is well organized and the structure is mostly coherent.

There is a good sense of balance and development.

Language is clear and carefully chosen. There is a good degree of accuracy in

grammar, vocabulary and sentence construction;

Register and style are consistently appropriate to the task.

5 There is excellent understanding of the texts, their context and purpose, and the similarities and differences between them

Comments are fully supported by well-chosen references to the texts.

There is excellent awareness of the use of stylistic features

Very good understanding of their effects on the reader.

The comparative analysis is effectively organized with a coherent and effective structure.

The analysis is well balanced with effective development.

Language is very clear, effective, carefully chosen and precise

There is a high degree of accuracy in grammar, vocabulary and sentence construction.

Register and style are effective and appropriate to the task.

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