SA 4EB1 JAN2020R

One mark for any one of the following:

• they are often closer than family members

• they are a shoulder to cry on

• they are cushioning when the world is against you

• they are a calming voice

• they are the pool of optimism

• they are saviours

• sometimes they are the reason why you are alive

One mark for any one of the following:

• it allows societies to function

• it enables formal unions or agreements to be formed

• it keeps the world going

• it prevents humans tearing each other apart/prevents

• war

• there are disastrous effects when friendships sour

• friendly relations are crucial

• friendship can provide good business/trade

• opportunities

Reward responses that demonstrate how the writer shows the reader that friendship is important.

Responses may include:

• the use of informal language from the beginning: ‘pooh-pooh’

• the use of the metaphor ‘a bleak, dusty desert’ to describe the lack of friends

• the use of a list in the second paragraph to emphasise the many aspects of friendship

• the use of listing in the fourth paragraph to describe the different types of friends: ‘shy little girl’, ‘precocious eight-year-old’, ‘your kid's class

• teacher, work colleagues, or someone you just met at the bus stop’

• the contrasting formal and informal language used to describe these aspects of friendship: ‘dissecting behavioural patterns’, ‘chilling’, ‘violent fits’

• the metaphorical language used to explain the important part friends play in life: ‘shoulders you unashamedly cry on’, ‘pool of optimism’, ‘saviours’

• the use of informal language: ‘scratching the surface’, ‘buddies’, ‘guys’

• the use of questions: ‘does he really mean he likes me?’

• the use of direct address: ‘you’

• the use of references to friendships between societies and countries: ‘key ingredients’, ‘disastrous effects’

• the use of an example from children’s literature: ‘Winnie the Pooh’

• the (clever) use of the expression ‘pooh-pooh’

• (links with Winnie the Pooh) at the beginning and end.

One mark for any one of the following:

• he started studying at 17

• he was an ancient (Greek) philosopher

• he made significant and lasting contributions to every aspect of human knowledge

• he studied at the Platonic Academy

• he was a most promising student

• he asked/answered many questions

• he still remains one of the most widely-read/quoted thinkers

• he lived/died over 2000 years ago

One mark each for any two of the following:

• it is based on a mutual appreciation

• it is a recognition of the virtues the other party cherishes

• it is long-lasting

• it includes the rewards of the other types of friendship

• it is pleasurable

• it is beneficial

• it can give joy

• it brings sweeter joys

• you are a lot more likely to connect

Reward responses that demonstrate how the writer presents what Aristotle said about friendship.

Responses may include:

• the use of positive language in the introductory section: ‘significant’,

‘promising’, ‘widely-read’ gives credibility to Aristotle

• the use of sub-headings breaks the text into manageable and clear sections

• the use of examples to support the explanations of types of friendship: ‘more common

in older people’, ‘business or work relationship’, ‘many young people’

• the use of a reassuring tone to describe the first two types of relationships:

‘didn’t necessarily see them as bad’, ‘fine, even necessary’

• the use of ‘there is far more out there’, which suggests the promise of better things

• the positive language used to describe the friendship of the good: ‘mutual

appreciation’, ‘goodness required’, ‘beauty of such relationships’, ‘pleasurable and beneficial’, ‘gain joy’, ‘sweeter joys’

• the use of the metaphor ‘blossom’, which is associated with growth

• some use of personal address: ‘You’re a lot more likely’, ‘you gain joy’

• the tone of the final paragraph, which directly relates to the reader

• the final two sentences provide a neat summing up

• the language is quite formal (suited to an informative article).

Responses may include the following points:

Text One

• starts off contrasting having no friends ‘a bleak and dusty desert’ with ‘the most exciting day of the week’ when you see friends

• lists the types of things you can do if you have friends: ‘wall-climbing skills, stealing the neighbour’s fruit’

• identifies the supportive nature of friendship: ‘shoulders you unashamedly cry on’, ‘cushioning’, ‘calming’

• describes many different types of friends: ‘many shapes and forms’, ‘shy little girl’, ‘precocious eight-year-old’, ‘your kid's class teacher’, ‘work colleagues’, ‘someone you

just met at the bus stop’

• writes about friendships between societies and countries: ‘friendly relations’, ‘diplomatic ties’, - and what can go wrong: ‘hostile neighbours’, ‘ruthless aggressors’

• uses metaphorical language: ‘life is a bleak, dusty desert’, ‘scratching the surface’

• uses a lighter tone with mention of Winnie the Pooh

• ends with a list of the positive points about friendship: ‘we draw strength, regain hope in life and derive hours of unadulterated happiness.’

General points candidates may make on the whole of Text One

• the use of the informal tone – ‘pooh-pooh’, ‘chilling’

• the use of a slightly humorous tone throughout

• the use of the pronoun ‘you’ engages the reader

• the use of positive examples throughout.

Text Two

• begins by writing about who Aristotle is: ‘an ancient Greek philosopher’

• uses sub-headings to divide the text

• clearly explains the different types of friendship : ‘in this kind of relationship’

• uses examples of the different types of friendship: ‘a business or work relationship’, ‘among college friends’, ‘if you’ve both endured mutual hardship’

• uses positive language to describe the friendship of the good: ‘beauty’, ‘pleasurable and beneficial’, ‘joy’

• makes Aristotle’s ideas accessible: ‘For the average person, however, the most relevant of Aristotle’s ideas relate to the importance of good relationships’

• neatly sums up the ideas in the final two sentences.