Learning episode 7

Learning goalsTo compare two texts, identifying similarities between them.

I think I can To be extending, we need to be able to What am I learning today?

AO3: comparison

Read two texts, comparable by theme, and identify similarities between them.Organise similarities, selecting appropriate and relevant evidence.Synthesise the two texts drawing upon a range of points.

Do it nowPaper 1 Questions 1 and 2 are short questions which ask you to locate quotations to support inferences. Read the short passages below and answer the questions that follow it.

Tess of the D’Urbervilles by Thomas Hardy

IMPORTANT: Before you answer these questions, box out the line references. Then re-read the question, highlighting what you think is applicable in helping you to answer the question before transferring this information across.

1. From lines 1 to 5, identify the phrase that shows Tess was not an expert in managing the horse.

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2. From lines 7 to 17, give two ways the writer shows that Tess is tired and is not concentrating on managing the cart and horse.You may use your own words or quotations from the text.

a. ______________________________________________________________

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b. ______________________________________________________________

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New knowledgeQuestion 7a and 7b on Paper 2 are questions that ask you to compare Text 1 and Text 2.

Question 7a requires you to identify the similarities.

Question 7b requires you to identify the similarities and differences.

1. Begin by reading the question and identifying the focus.

7(a) The two texts show the points of view of different spies.

What similarities do the spies Nick and Leo share in these texts?

Use evidence from both texts to support your answer.

2. Then in Text 1, highlight everything Nick says about being a spy.

3. In Text 2, highlight everything Leo says about being a spy.

4. Identify the similarities between the two texts in how they present spies.

Similarities (You’ll need this for part b)

Once you have done this, you are ready to write!

Pen to paper:When writing a response to 7a, a simple structure is required:

Both texts + focus on the question.

In text a + focus on the question + quotation to illustrate the point.

Similarly, in text b + focus on the question + quotation to illustrate the point.

For example,

Both texts show that they were able to help people around them. In text 1, Bert’s wife is able to take care of him by sending him weekly packages to keep him warm and make sure he has enough food “You are a pet to send them.” It shows Bert does appreciate his wife’s concern. Also in text 2, she cares about others so much that she shares her receipts and experiences to strangers to try help them as much as she can. “I started to document my receipts on my online blog.” It shows she cares about others and she is willing to help.

Let’s co-construct the first paragraph in response to the question:

7(a) The two texts show the points of view of different spies.

What similarities do the spies Nick and Leo share in these texts?

Use evidence from both texts to support your answer.

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Now you construct two more paragraphs.

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ReflectionWhere would you place your response on the mark-scheme?

0 No rewardable material.1-2 Limited understanding of similarities

Limited synthesis of the two texts The use of evidence is limited.

3-4 Sound understanding of similarities. Clear synthesis of the two texts The selection of evidence is valid but not developed and there may be an

imbalance.5-6 Detailed understanding of similarities.

Detailed synthesis of the two texts. The selection of evidence is appropriate and relevant to the points being

made.

Further practice Paper 2, Question 7a

Practice one

Process:

1. Read the question and identify the focus.2. Highlight everything in text 1 that would help you respond to the question.3. Highlight everything in text 2 that would help you respond to the question.4. Write a list summarising the similarities between the two texts.

7(a) The two texts show some of the events that happened on expeditions.

What similarities do the expeditions share in these extracts?

Use evidence from both texts to support your answer.

Mark-scheme

0 No rewardable material.1-2 Limited understanding of similarities

Limited synthesis of the two texts The use of evidence is limited.

3-4 Sound understanding of similarities. Clear synthesis of the two texts The selection of evidence is valid but not developed and there may be an

imbalance.5-6 Detailed understanding of similarities.

Detailed synthesis of the two texts. The selection of evidence is appropriate and relevant to the points being

made.

Further practice Paper 2, Question 7a

Practice Two

Process:

1. Read the question and identify the focus.2. Highlight everything in text 1 that would help you respond to the question.3. Highlight everything in text 2 that would help you respond to the question.4. Write a list summarising the similarities between the two texts.

7(a) The two texts show people taking care of others.

What similarities do Bert and Jack share in these extract?

Use evidence from both texts to support your answer.

Mark-scheme

0 No rewardable material.1-2 Limited understanding of similarities

Limited synthesis of the two texts The use of evidence is limited.

3-4 Sound understanding of similarities. Clear synthesis of the two texts The selection of evidence is valid but not developed and there may be an

imbalance.5-6 Detailed understanding of similarities.

Detailed synthesis of the two texts. The selection of evidence is appropriate and relevant to the points being

made.

Learning episode 8

Learning goalsTo consider a wide range of comparisons between texts.

I think I can To be extending, we need to be able to My teacher thinks I can

Summarise the main similarities and differences between the two texts and their perspectives on Intelligence work.Identify references to support judgements and ensure these are balanced across both texts.Explore the writers’ ideas and perspectives including how the theme, language and / or structure are used across the texts.

Do it nowQuestions 1 and 2 and 4 and 5 on Paper 2 are shorter questions. IMPORTANT: Before you answer these questions, box out the line references. Then re-read the question, highlighting what you think is applicable in helping you to answer the question before transferring this information across.

Questions 1 and 2In question 1, you will be asked to identify two quotations to support a statement or an inference.In question 2, you will be asked to analyse how language has been used in support of a statement. You will need to identify a quotation and then focus in on a specific word or technique that has been used within that quotation explaining its effect.

Read the passages below and answer the questions that follow.

1. From lines 1-7, identify two pieces of information about the bank robber.

a. _________________________________________________________

b. _________________________________________________________

2. Give one example from lines 1 to 17 of how the writer uses language to show how he admires the attitudes of people in Britain.

Example from the text:______________________________________________________________

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How the writer uses language:______________________________________________________________

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Questions 4 and 5In question 4, you will be asked to find a textual reference in answer to a question.In question 5, you will be asked to analyse how language has been used in support of a statement. In some cases, you will be given a quotation and in others you may have to find one yourself. Once you have the quotation (given or found), you will need to focus in on a specific word or technique that has been used within that quotation explaining its effect.

Read the passage below and answer the questions that follow.

4. How many locations use Terry Green’s ‘call forward system’ to manage queues?

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5. Green and a colleague invented ‘electronic call forward’ in the late 1980s, and he can still be heard 30 million times a month in 8,000 locations around the UK.

In this example from lines 4 to 5, how does the writer use language to show how popular the electronic call forward system is?

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New knowledgeUnlike question 7a, 7b asks you to compare the similarities AND differences between two texts. You can use any part of your response for 7a (if relevant!) but you must show your understanding in terms of what can be inferred and the effect of this (based upon the ideas presented and the techniques used) – so it is a longer response! Here is the corresponding 7b question:

7(b) Compare how the writers of Text 1 and Text 2 present their ideas and perspectives about intelligence agency work.

Support your answer with detailed reference to the texts.

You will have already compiled your list of similarities to help you respond to part a. However, part (b) also requires you to explore the differences in perspective. You should, therefore, before writing, compile your list of differences as well.

Similarities(part a material)

Differences

You should begin your response to part b using the similarities you identified in part a. However, you will need to extend these paragraphs to show what can be inferred through the presentation of ideas/perspectives and the techniques used. To do this, you should use the JESUS structure. Here is an example of a comparative paragraph:

Judgement Both Text 1 and Text 2 show that the work can be difficult.Specific judgement

For example, Text 1 shows how difficult it is to be selected for the agency.

text 1Evidence The text emphasises that you have to be selected to join by

describing it as ‘The selection process’ and the indication that ‘Up to 80 per cent of applicants fail the application form.’

Subject terminology

The use of the statistic

Understanding

conveys that even getting past the application stage is very difficult with most falling at the first hurdle.

Connective Text 2 alsoSpecific judgement text 2

shows how difficult the work can be and how you need to be patient.

Evidence The text starts by saying that the messages are quite short – fifty letters, fifty-five and twenty – but the text that follows shows that there is a lot of work that goes on to break the code ‘after three days of trying every permutation…’

Subject terminology

The use of statistics

Understanding

implies that although on the face of it the work may seem simplistic, it is in fact taxing and a great deal of resilience is needed to see it through.

Pen to paper:Now you have a go! Construct a paragraph in which you explore a difference in ideas or perspective about working for the Intelligence agency using the JESUS structure.

Specific judgement text 1

Text 1 shows….

Evidence

Subject terminology

The use of

Understanding

Connective However, Text 2 …Specific judgement text 2Evidence

Subject terminologyUnderstanding

Reflection:Now use the mark-scheme to place your initial paragraph response.

0 No rewardable material.1-2 The response does not compare the texts.

Description of writer’s ideas and perspectives, including theme, language and / or structure.

The use of references is limited.3-5 The response considers obvious comparisons between the texts.

Comment on writers’ ideas and perspectives, including theme, language and / or structure.

The selection of references is valid, but not developed.

NB: The mark awarded cannot progress beyond the top of Level 2 if only ONE text has been considered in detail.

6-8 The response considers a range of comparisons between the texts. Explanation of writers’ ideas and perspectives including theme, language and

/ or structure. The selection of references is appropriate and relevant to the points being

made.9-11 The response considers a wide range of comparisons between the texts.

Exploration of writers’ ideas and perspectives including how the theme, language and / or structure are used across the texts.

References are balanced across both texts and fully support the points being made.

12-14 The response considers a varied and comprehensive range of comparisons between the texts.

Analysis of writers’ ideas and perspectives including how the theme, language and / or structure are used across the texts.

References are balanced across both texts, they are discriminating, and clarify the points being made.

Further practice Paper 2, Question 7b

Practice one

7(b) Compare how the writers of Text 1 and Text 2 present their ideas and perspectives about intelligence agency work.

Support your answer with detailed reference to the texts.

Text 1

Text 2

Mark-scheme

0 No rewardable material.1-2 The response does not compare the texts.

Description of writer’s ideas and perspectives, including theme, language and / or structure.

The use of references is limited.3-5 The response considers obvious comparisons between the texts.

Comment on writers’ ideas and perspectives, including theme, language and / or structure.

The selection of references is valid, but not developed.

NB: The mark awarded cannot progress beyond the top of Level 2 if only ONE text has been considered in detail.

6-8 The response considers a range of comparisons between the texts. Explanation of writers’ ideas and perspectives including theme, language and

/ or structure. The selection of references is appropriate and relevant to the points being

made.9-11 The response considers a wide range of comparisons between the texts.

Exploration of writers’ ideas and perspectives including how the theme, language and / or structure are used across the texts.

References are balanced across both texts and fully support the points being made.

12-14 The response considers a varied and comprehensive range of comparisons between the texts.

Analysis of writers’ ideas and perspectives including how the theme, language and / or structure are used across the texts.

References are balanced across both texts, they are discriminating, and clarify the points being made.

Further practice Paper 2, Question 7b

Practice two

7(b) Compare how the writers of Text 1 and Text 2 present their ideas and perspectives about dangerous experiences.

Support your answer with detailed references to the texts.

Text 1

Text 2

Mark-scheme

0 No rewardable material.1-2 The response does not compare the texts.

Description of writer’s ideas and perspectives, including theme, language and / or structure.

The use of references is limited.3-5 The response considers obvious comparisons between the texts.

Comment on writers’ ideas and perspectives, including theme, language and / or structure.

The selection of references is valid, but not developed.

NB: The mark awarded cannot progress beyond the top of Level 2 if only ONE text has been considered in detail.

6-8 The response considers a range of comparisons between the texts.

Explanation of writers’ ideas and perspectives including theme, language and / or structure.

The selection of references is appropriate and relevant to the points being made.

9-11 The response considers a wide range of comparisons between the texts. Exploration of writers’ ideas and perspectives including how the theme,

language and / or structure are used across the texts.

References are balanced across both texts and fully support the points being made.

12-14 The response considers a varied and comprehensive range of comparisons between the texts.

Analysis of writers’ ideas and perspectives including how the theme, language and / or structure are used across the texts.

References are balanced across both texts, they are discriminating, and clarify the points being made.

Further practice Paper 2, Question 7b

Practice two

7(b) Compare how the writers of Text 1 and Text 2 present their ideas and perspectives about changes in their situations.

Support your answer with detailed references to the texts.

Text 1

Text 2

Mark-scheme0 No rewardable material.1-2 The response does not compare the texts.

Description of writer’s ideas and perspectives, including theme, language and / or structure.

The use of references is limited.3-5 The response considers obvious comparisons between the texts.

Comment on writers’ ideas and perspectives, including theme, language and / or structure.

The selection of references is valid, but not developed.

NB: The mark awarded cannot progress beyond the top of Level 2 if only ONE text has been considered in detail.

6-8 The response considers a range of comparisons between the texts. Explanation of writers’ ideas and perspectives including theme, language and

/ or structure.

The selection of references is appropriate and relevant to the points being made.

9-11 The response considers a wide range of comparisons between the texts. Exploration of writers’ ideas and perspectives including how the theme,

language and / or structure are used across the texts.

References are balanced across both texts and fully support the points being made.

12-14 The response considers a varied and comprehensive range of comparisons between the texts.

Analysis of writers’ ideas and perspectives including how the theme, language and / or structure are used across the texts.

References are balanced across both texts, they are discriminating, and clarify the points being made.