Maycomb

SECTION A – Text One (Elizabeth Scott)

Answer ALL questions in this section.
 You should spend 1 hour on this section.

Read Text One in the Source Booklet, adapted from Why Are Hobbies Important for Stress Relief?

1 In lines 6–14, the writer mentions research findings about the physical benefits of hobbies.
 Identify one of them.
 .................................................................................................................................................................
 (Total for Question 1 = 1 mark)

2 In the section ‘Taking a Break’, the writer makes points about why hobbies are useful.
 State one of them.
 .................................................................................................................................................................
 (Total for Question 2 = 1 mark)

6 Explain how the writer presents her ideas about the benefits of hobbies.
 You should support your answer with close reference to the passage, including brief quotations.
 ...................................................................................................................................................................................
 ...................................................................................................................................................................................
 (Total for Question 6 = 5 marks)

✅ Justification for selection:

  • Q1: factual retrieval; scans early lines; accessible for all abilities.

  • Q2: section-based retrieval; teaches students to use headings for focused answers.

  • Q6: extended response; requires analysis of tone, language, examples, and writer’s perspective.

Note: The other short-answer questions (Eustress, Social Outlet, Takeaway) can be used for alternative versions but Q1 + Q2 + Q6 are the most straightforward and effective for exams.

SECTION A – Text Two (Kerri Duncan)

Answer ALL questions in this section.
 You should spend 1 hour on this section.

Read Text Two in the Source Booklet, adapted from The joy of mediocrity…

4 In lines 1–10, the writer talks about her experience surfing.
 State one way she enjoys this activity even though she is not proficient.
 .................................................................................................................................................................
 (Total for Question 4 = 1 mark)

6 Using lines 21–35, identify two ways the writer enjoys hobbies without needing to be perfect.
 .................................................................................................................................................................
 .................................................................................................................................................................
 (Total for Question 6 = 2 marks)

8 Explain how the writer presents her ideas about the importance of hobbies for mental health.
 You should support your answer with close reference to the passage, including brief quotations.
 ...................................................................................................................................................................................
 ...................................................................................................................................................................................
 (Total for Question 8 = 5 marks)

✅ Justification for selection:

  • Q4: simple retrieval; clear example from early lines; mirrors Edexcel style.

  • Q6: scanning multiple lines; encourages precision and comparison skills.

  • Q8: extended response; students analyze language, figurative techniques, tone, and perspective.

SECTION B – Comparison Questions

Refer to BOTH Text One and Text Two to answer the following questions.

7 Compare how the writers of Text One and Text Two present their ideas and perspectives about hobbies and leisure activities.
 Support your answer with examples from both texts.

  • Focus on tone, register, purpose, and audience.

  • Example points:

    • Text One: formal, research-based, technical vocabulary (“gratifications,” “eustress”), structured subheadings.

    • Text Two: informal, anecdotal, reflective, figurative language (“amorphic lumps of clay”), playful, emphasizes enjoyment over perfection.

8 Compare the ways the writers use examples to support their ideas about how hobbies affect mental wellbeing.
 Support your answer with examples from both texts.

  • Text One: studies, statistics, positive psychology references.

  • Text Two: personal experiences (surfing, clay earrings, gardening), imperfect hobbies.

9 Compare how the writers use language to engage the reader.
 Support your answer with examples from both texts.

  • Text One: formal, abstract nouns, structured, informative.

  • Text Two: figurative language, repetition, emotive adjectives, humour, first-person narrative.

✅ Justification for selection:

  • Covers comprehension, comparison of ideas/perspectives, analysis of language and structure, use of textual evidence.

  • Highlights similarities and differences between factual/expository vs personal/reflective texts.

SECTION C – Writing

Answer ONE question from this section.
 You should spend 1 hour on your chosen question.
 Do not re‑tell events from Text One or Text Two.
 Write approximately 400 words.

EITHER

9 ‘Trying new things is the best way to grow.’

  • To what extent do you agree with this statement?

  • Include discussion of learning new hobbies, skills, or creative activities.

  • Consider challenges people face when learning something new (e.g., fear of failure, lack of time, pressure to be perfect).
     (Total for Question 9 = 30 marks)

OR

10 Write a story (true or imaginary) entitled ‘The Hobby That Changed Me’.

  • Show how discovering a new hobby or activity affected your character.

  • Include reflection on learning, enjoyment, and personal growth.

  • You may include moments of success, failure, or overcoming challenges.
     (Total for Question 10 = 30 marks)

OR

11 Write a descriptive piece entitled ‘My Space of Inspiration’.

  • Describe a place where you feel motivated to try something new or be creative.

  • Show how the place influences your ideas, hobbies, or personal growth.

  • Use sensory details and figurative language to make the description vivid.
     (Total for Question 11 = 30 marks)

✅ Justification for Section C:

  • All three options allow students to draw inspiration from both texts without retelling.

  • Encourage different writing styles: discursive (Q9), narrative (Q10), descriptive (Q11).

  • Integrates themes of learning, hobbies, enjoyment, mental health, and overcoming challenges.

MARK SCHEME 


SECTION A – Text One (Elizabeth Scott)

Text: Why Are Hobbies Important for Stress Relief?

1 In lines 6–14, the writer mentions research findings about the physical benefits of hobbies.
 Answer: One of:

  • “lower blood pressure”

  • “lower cortisol”

  • “less fatigue”

  • “lower body mass index”

  • “better physical function”

(Line reference: paragraph under “Health Benefits of Hobbies” – first paragraph after the heading.)
 Mark: 1

2 In the section ‘Taking a Break’, the writer makes points about why hobbies are useful.
 Answer: One of:

  • “hobbies provide a slice of time free of responsibilities”

  • “help people feel they’re not wasting time”

  • “provide a break with a purpose”

  • “help relax and recover from stress”

(Section: ‘Taking a Break’ – 2nd heading; paragraph 1–2.)
 Mark: 1

6 Explain how the writer presents her ideas about the benefits of hobbies.
 Answer (examples aligned with mark scheme):

  • Starts with personal address or engaging questions: e.g., “Have you ever thought about your hobbies?” → draws reader in.

  • Repetition of “if” suggests options: “if you’re looking… if you love…” → inclusive, multiple possibilities.

  • Lists hobbies from easy to challenging: “speak Spanish, make fresh pasta” → appeals to all readers.

  • Uses subheadings (numbered): “4. Learn by Doing” → structures advice clearly.

  • Alliteration: “Pick a Passion” → catchy, memorable.

  • Tricolon for emphasis: “time, focus and concentration” → highlights dedication needed.

  • Balances negatives and positives: “tired and confused” vs “success and mastery” → motivates readers.

  • Modern examples: “Instagram, Netflix” → relatable to young audience.

  • Positive ending: “you can make a lot of progress in a short amount of time” → encouraging.

Mark: 5

SECTION A – Text Two (Kerri Duncan)

Text: The joy of mediocrity…

4 In lines 1–10, the writer talks about her experience surfing.
 Answer:

  • “frolicking in the whitewash”

  • “whooping when I manage to stand up on a wave”
     (Line 1–10, paragraph 1)
     Mark: 1

6 Using lines 21–35, identify two ways the writer enjoys hobbies without needing to be perfect.
 Answer (any two of):

  • Clay earrings: “amorphic lumps of clay” → enjoys creative process

  • Gardening: “harvest portions of delight every time a new leaf unfurls”

  • Playing with dog: “my dog derives innocent enrichment”

(Line reference: paragraphs 4–5 under discussion of hobbies and imperfect pleasure.)
 Mark: 2

8 Explain how the writer presents her ideas about the importance of hobbies for mental health.
 Answer (examples):

  • Anecdotal approach: “frolicking in the whitewash…” → relatable, engaging.

  • Contrast perfectionism vs enjoyment: “I’m happy being a below-average surfer” → shows carefree attitude.

  • Figurative/emotive language: “feeling of the clay between my fingertips,” “wholesomeness of taking amorphic lumps of clay” → sensory, personal engagement.

  • Expert reference: “Psychologists have been spruiking the positive effects of hobbies…” → credibility.

  • Positive, encouraging tone: promotes mental health through pleasure and relaxation.

Mark: 5

SECTION B – Comparison Questions

Refer to BOTH Text One and Text Two.

7 Compare how the writers present their ideas and perspectives about hobbies and leisure activities.
 Key points:

  • Text One: formal, structured, uses research/studies, technical terms (eustress, gratifications), expository, encourages hobbies for stress relief.

  • Text Two: informal, reflective, anecdotal, figurative language (amorphic lumps of clay), playful, emphasizes enjoyment rather than proficiency.

  • Compare: factual vs personal perspective; structured vs narrative; formal vs informal tone.

8 Compare the ways the writers use examples to support their ideas about how hobbies affect mental wellbeing.
 Key points:

  • Text One: statistical studies, scientific research, general examples (knitting, surfing, creative activities).

  • Text Two: personal anecdotes (surfing, clay-making, gardening), playful imperfect activities.

  • Compare: objective evidence vs subjective experience; universal vs personal relevance.

9 Compare how the writers use language to engage the reader.
 Key points:

  • Text One: formal vocabulary, abstract nouns (gratifications, psychosocial states), clear subheadings, informative tone.

  • Text Two: figurative language, emotive adjectives, humour, repetition, first-person narrative, inclusive pronouns (we, us).

  • Compare: purpose-driven language; audience engagement; persuasive techniques.

SECTION C – Writing

Task: Write an article for young adults entitled “Time to learn something new?”

Points to include:

  • Types of activities: hobbies, practical skills, creative pursuits (from both texts).

  • Advice:

    • Use small, achievable steps (Text A – subheadings, structured plan).

    • Focus on enjoyment, not perfection (Text B – imperfect hobbies).

    • Dedicate quality time; avoid distractions.

  • Challenges:

    • Lack of time (Text A – busy schedules).

    • Pressure to succeed/perfect (Text B – perfectionism, hustle culture).

    • Fear of failure.

  • Tone: informal, engaging, relatable to young adult audience.

Alternative Text Types:

  • Magazine article (informal, personal voice, advice).

  • Blog post/online guide (structured, lists/subheadings, combination of anecdote + advice).


Comments

Post a Comment

Popular posts from this blog

Home gardens can transform ‘hungry’ homes

In what ways is fear of Boo Radley presented in the novel? You must consider the context of the novel in your answer.(AO1) • The children’s fear of Boo Radley is shown through their vivid and exaggerated imagination, calling him a “malevolent phantom.” • Scout describes Boo as having “scar across his face” and yellow eyes, creating a fearful image. • Jem and Dill’s stories about Boo include rumors that he “dined on raw squirrels and any cats he could catch,” fueling superstition. • The children dare each other to approach the Radley house, but their fear keeps them cautious and reluctant. • The narrative presents Boo from the children’s perspective, showing how fear is mixed with curiosity and misunderstanding. • Scout’s narrative tone conveys a sense of mystery and childhood innocence that heightens the fear of the unknown. • The gifts left in the knothole of the tree reveal Boo’s kindness, which challenges the initial fearful impression. • The nighttime episode where the child...
Read more

Missing ones

Question 6 ‘Claudius is both a capable ruler and a deeply flawed man.’ In the light of this statement, explore Shakespeare’s presentation of Claudius in Hamlet. In your answer, you must consider relevant contextual factors. (Total for Question 6 = 25 marks) Hamlet Candidates may refer to the following in their answers: the complexity of Claudius’s characterisation as both a politically astute ruler and morally corrupt murderer; his duality as king and man in response to the terms of the task specific scenes or moments such as Claudius’s first speech to the court (Act 1 Scene 2) presenting statesmanship; his aside (“O, my offence is rank”) revealing guilt; his manipulation of Laertes ; and his schemes against Hamlet culminating in his downfall ways in which Claudius’s capability is established through rhetoric, diplomacy, and control of public image , while his flaws emerge through religious imagery, confession, and hypocrisy the contrast between Claudius’s politi...
Read more

The Story of an Elephant and the Blind Man

Image
A simple exercise to practice the importance of appreciating diversity. Suitable for a low-resource classroom.  This is a folk tale from India. You can rehearse the story several times and tell it or have students act it out rather than reading it aloud or having students read it alone. Before you present the story to the class, ask students to give their interpretations of the word "see." You may randomly pick or get students to volunteer to answer this question.  Objectives Students will describe different perspectives and how those perspectives impact an individual's point of view. Students will articulate their own perspectives and how those perspectives may impact their perceptions of others and situations. Activity  Before reading, reinforce the idea that "seeing" can mean perceiving something visually   or   understanding an idea after listening to the answers given by student. Ask students to listen  to the story for e...
Read more