SA 4EB1 JUNE2019R
Read Text One in the Extracts Booklet, adapted from an article called How to
1 In lines 9-14, the writer gives some examples of students who are making a difference. Name one of the students. (1 mark)
Q1 Mark Scheme
One mark for any one of the following:
• Grace Miner
• Joshua Williams
• Ryan Hreljac
2 Using lines 53-59, state one way the writer suggests that teachers could help to engage their students. (1 mark)
Q2 Mark Scheme
One mark for any one of the following:
• bring in real-world events
• demonstrate connections
• ask students to offer their opinions
• devise solutions
expose them to social issues
3 Explain how the writer presents her advice to teachers. You should support your answer with close reference to the passage, including brief quotations. (10 Marks) Read the Assessment Objectives.
Q3 Mark Scheme
Reward responses that explain how the writer presents her advice to
teachers.
Responses may include:
• the use of the introductory paragraph shows admiration for young people: ‘a great
mistake to assume’, ‘transforming their world in ways that put adults to shame’
• although fairly formal there is use of the informal ‘kids’
• the use of direct address: ‘your’
• the use of sub-headings
• the use of positive examples of students who have made a difference: ‘high school
student Grace Miner’, ‘Florida teen Joshua Williams’, ‘Seven-year-old Ryan Hreljac’
• the descriptions of what they did: ‘discuss how the media negatively portrays
girls’, ‘gave money to the hungry at age six’, ‘bought a well’
• the use of the word ‘inspiring’
• the use of contrasts: ‘The key is to help them turn the negativity in their lives or
someone else’s into a positive’
• the use of language to offer advice: ‘offering them small decisions’, ‘actively seek
their opinions’, ‘why not, for example’
• the use of examples familiar to students: ‘popular socially- minded hashtags and
viral sensations such as the Ice Bucket Challenge’
• the use of the metaphor: ‘in a bubble’
• the use of questions
• the use of instructions (many examples).
Read Text Two in the Extracts Booklet, adapted from a talk called Making a
4 Using lines 9-18, give one reason why, according to the writer, projects like the Diana Award are important.. (1 mark)
Q4 Mark Scheme
One mark for any one of the following:
• recognises and supports young people who are doing really positive things
• it is about the reputation of young people in society
• young people have the opportunity to show that they can do really positive things
• to show they want to make a change
• to show they can act as responsible citizens
• to show they want to take responsibility in the
community.
5 In lines 36-44, the writer offers advice to young people who want to help to make society better.
Identify two of the points the writer makes. (2 marks)
Q5 Mark Scheme
One mark each for any two of the following:
• don’t be scared
• you have a lot more power than you realise
• having courage
• standing up and saying what you want to change
• don't stop screaming until they hear you
• keep on making an effort
• you can get there if you persevere
• stick with it.
6 Explain how the writer conveys her belief that young people can make a difference. You should support your answer with close reference to the passage, including brief quotations. (10 marks)
Q6 Mark Scheme
Reward responses that explain how the writer conveys her belief that young people can make a
difference.
Responses may include:
• the reference to the award in the opening paragraph: ‘Diana Anti-bullying Champion
Award’
• the use of Ellie’s own words add authenticity
• the use of pronouns, ‘I’, ‘we’, ‘you’, which engages and involves the audience
• the use of repetition to emphasise how positively she feels about young people: ‘incredible, incredible’
• the repetition of ‘Diana Award’
• the use of positive language to describe the organisation: ‘an organisation which
works to recognise and support young people who are doing really positive things in their
communities’, ‘shine a spotlight’ (metaphor)
• the personal nature of the speech: ‘My message’
• the positive language used to describe young people: ‘a lot more power than they
realise’
• the focus on inspirational language: ‘courage’, ‘standing up and saying’,
‘persevere’, ‘keep striving’
• the use of an optimistic ending: ‘can make a massive difference to someone else’s life’
• the use of two short sentences at the end of the final two paragraphs: ‘So, stick
with it.’, ‘So have courage.’
• the majority of the text is in the form of a speech..
Refer to BOTH Text One and Text Two to answer the following question.
7 Compare how the writers of Text One and Text Two present their ideas and perspectives on why it is important for young people to be involved in social change. Support your answer with examples from both texts. Read the Assessment Objectives.
Q7 Mark Scheme
Responses may include the following points:
Text One
• conveys her positivity from the start: ‘in fact, many young people are transforming
their world’
• uses examples of real young people who have made a difference: ‘Grace Miner’
• offers positive advice: ‘the key is to help them’, ‘Actively seek’, ‘demonstrating
to them that they have something valuable to say’
• gives examples of helpful approaches: ‘Offering them small decisions’, ‘Why not, for
example, have the class choose a cause’, ‘Bring in world events’
• the use of a supportive / reassuring tone: ‘It is true that young people need rules’
• the use of sub-headings
• the use of questions.
General points candidates may make on the whole of Text One
• it is advisory
• the use of a slightly informal tone
• the writer’s positivity
• it is aimed at teachers.
Text Two
• starts with a description of Ellie Jones: ‘awarded’, ‘passionate’
• refers to the negative views of society: ‘destructive’, ‘don’t contribute anything
positive’, ‘don’t care’
• contrasts this with the positive: ‘do really positive things’, ‘act as responsible
citizens’, ‘want to be taking responsibility’
• the references to the ‘barriers’ to participation show she is sympathetic to young
people
• she is very positive about the Diana Award: ‘really about making sure’, ‘really
about challenging the perception’, ‘shining a spotlight’
• she emphasises the qualities required to be involved: ‘persevere’, ‘have courage’,
‘keep striving’
• ends on an encouraging comment: ’So have courage.’
General points candidates may make on the whole of Text Two
• it is mostly a speech / first person
• it directly addresses the audience
• it is informal
• it has a friendly / supportive tone
• it includes her personal experiences / beliefs (use of ‘I’).