Paper One Comprehension

1. Paper One Comprehension HL Questions with marking scheme

2. 2016 Comprehension: Text 3 Journey Into Space (Barack Obama Speech)

3. (i) Outline, in your own words, what President Obama reveals about the changing focus of America’s space programme in the above speech. (15) Marking Scheme: No longer an adversarial exercise in competition; now an exercise in global collaboration The space programme faces different challenges and has different imperatives - significant additional funding to be provided An additional $6 billion over five years “not looking just to continue on the same path – we want to leap into the future” “transformative agenda”: major new technological and scientific challenges to be tackled New focus on multiple goals, e.g. exploring the solar system “beyond the Moon”, sending astronauts to an asteroid, etc. Partner with industry: “invest in cutting-edge research and technology” NASA to be revitalised, set on a “new course” with “clear aims and a larger purpose”

4. (ii) In your opinion, what possible disadvantages could be associated with the ambitious space programme envisaged in the extract above? Give reasons for your answer. (15) Marking Scheme: America has more pressing priorities (e.g. health, education, employment); money could be diverted from other essential services, etc. The interests of private companies could dominate – “we will partner with industry” Humans cannot be trusted to protect space – we have already destroyed much of Earth Insufficient returns on the vast investment – what will humanity gain from going to Mars? Space programmes possibly over-ambitious and unrealistic Could be seen as a symbolic exercise in patriotism, may antagonise other nations

5. (iii) Do you agree that elements of informative and persuasive language are used effectively in the above speech to win support for the envisaged space programme? Give reasons for your answer, supporting your views with reference to the elements of informative and persuasive language evident in the text. (20) Marking Scheme: Elements of informative language used effectively/ineffectively to win support for the envisaged space programme: References to historical background of space exploration, e.g. Sputnik, set the context and agenda Benefits of previous space missions specified, e.g. satellite navigation, water purification, etc. Planned timescale (by 2025, by the mid-2030s) makes goals seem achievable Potential for technological breakthroughs associated with the new programme clearly outlined, e.g. harnessing resources on distant worlds, etc. Information conveyed in factual/accessible language helps support the President’s message

6. (iii) Do you agree that elements of informative and persuasive language are used effectively in the above speech to win support for the envisaged space programme? Give reasons for your answer, supporting your views with reference to the elements of informative and persuasive language evident in the text. (20) Marking Scheme: Elements of persuasive language used effectively/ineffectively to win support for the envisaged space programme : - Anecdotal/personal approach (“waving a flag as astronauts arrived in Hawaii”) helps to engage the audience Continuous use of rhetorical devices, e.g. repetition, rhetorical questions, inclusive/superlative language, etc., reinforces the message Words chosen amplify emotional responses: “inspired”, “committed”, “passions”, etc. Use of emphatic/motivational verbs: “we will”, “I have no doubt”, “we have to” Register designed deliberately to appeal to an American audience – “that essential element of the American character”

7. 2015 Comprehension: Text 3 A Life in Time (Memoir by novelist Penelope Lively)

8. (i) Outline, in your own words, three of the challenges posed by old age, identified by Penelope Lively in the text above. Support your answer with reference to the text. (15) Marking Scheme: Challenges to the state: growing numbers of older people “gobbling up benefits” Ageism: old people seen as technically inept, “not noticed”, “The day belongs to the young” Stereotyping: portrayed in children’s writing “with stick and hearing aid, knitting by the fireside” Physical challenges: failing health, “dodgy” sight, “aches and pains”, “continuing ailments” Becoming a new person; an “interesting accretion”; “you are also now this someone else” Etc.

9. (ii) Identify, and give your personal response to any two observations the writer makes about young people and youthfulness generally, in the course of the above passage. Support your answer with reference to the text. (15) Marking Scheme: Expect candidates to clearly identify and give a personal response to any two observations made by the writer about young people and youthfulness generally. Allow for a broad interpretation of “observations”. Candidates may choose to agree and/or disagree with their chosen observations. Consideration should be given to the quality of the personal response

10. (iii) Based on what you have read in the above text, do you agree that this extract from Penelope Lively’s memoir is both skilfully written and perceptively observed? Support your answer with reference to both the content and style of the extract. (20) Marking Scheme: Engaging/unengaging personal/anecdotal approach, self-deprecating humour Use of rhetorical questions, inclusive language, pithy sentences, contrasts Detailed/lyrical language/evocative imagery – “pioneers”, “observant time-traveller” Wide-ranging references: anthropology, poets, population statistics Intimacy of the writer’s thought-provoking reflections Insightful/convincing/unconvincing sense of what it is like to be young and/or old Range of tones – discursive/philosophical/empathic/realistic/stoical

11. 2014 Comprehension: Text 3 The Influence of the Past (Seamus Heaney)

12. (i) Outline, in your own words, three of the reasons given in the above text to support the view that objects from the past are important. (15) Marking Scheme: Objects from the past enable us to dwell “more richly and connectedly” in our own lives They are a point of entry into a common emotional ground of memory and belonging The “sense of history” is life-enhancing, nurtures/feeds our imaginations, influences us They possess a kind of moral force – create a sense of family and community across generations “Sensitivity to the past” constitutes “a primary law of our nature” Etc.

13. (ii) Identify and give your personal response to any two observations from the above text that made an impact on you. Support your answer with reference to the text.                        (15) Marking Scheme: Expect candidates to clearly identify any two observations from the text that made an impact on them and give a personal response to these observations. Allow for a broad interpretation of ‘observations’. Candidates may choose to agree and/or disagree with their chosen observations. Consideration should be given to the quality of the response.

14. (iii) ‘One of Heaney’s gifts as a writer was his ability to make complex and profound ideas accessible to the general reader.’ To what extent do you think this statement can be applied to the above passage? Support your answer with reference to features of Heaney’s writing style evident in the extract. (20) Marking Scheme: Wide-ranging references/illustrations clarify and develop profound points The general reader can relate to personal anecdotes/reminiscences Familiar details and domestic imagery are engaging Didactic tone and density of ideas may challenge readers Combines complex/scholarly and simple/accessible language

15. 2011 Comprehension: Text 2 Let The Great World Spin (Phillippe Petit)

16. Question A (i): What responses did the tight-rope walker provoke on the morning described in the extract? (15 marks) Marking Scheme: “Hushed” silence of the crowd Mixed emotions – some mystified, some horrified and some fascinated Watching in groups – a shared experience Some “ignored the fuss” – everyday life going on Emergency response of the cops and security guards

17. Question A (ii): What aspects of the tight-rope walking event are captured in the three images? (15 marks) Marking Scheme: Petit’s strength and determination – he gazes out anticipating the challenge ahead He confidently holds onto the rope that he will soon walk across The contrast between how tiny Petit looks next to the massive building The sense of danger – it would be incredibly easy to fall from the thin rope The sense of isolation – he looks all alone standing so high in the air The fascination and shock of the “watchers” – grouped together to see what would happen

18. Question A (iii): Identify and comment on the effectiveness of at least three features of Colum McCann’s writing style. (20 marks) Marking Scheme: Very descriptive images and details – the bits of trash, car horns, garbage trucks etc. Uses interesting and colourful language – “redblues dazzled the glass” Builds a dramatic atmosphere – shows the tension of watching Petit cross the towers Uses informative language – gives us lots of detail about the day so we experience the event too

19. 2010 Comprehension: Text 1 A Personal Future (Seamus Heaney Interview)

20. Question A (i) It has been said that a strong sense of place and community in which Heaney grew up emerges in this interview. Do you agree? Possible Points • Says his father is a cattle dealer – tells us he’s from a farming background in the countryside. • Shows us what the community is like when he says it was unusual for him to stay in school – nearly everyone went in to farming. • Paints a clear picture of the life of the farmers when he describes the bargaining over cattle. • Shows us what it’s like to live in the countryside – nearest neighbours lived miles away. • Shows us it was a close caring community when he describes Rosie Keenan, the blind woman being very close to his family.

21. Question A (ii) Based on your reading of this extract, suggest three appropriate images you could use to illustrate this text. Briefly explain your selection. Possible Points • Heaney writing at his desk – we know he is a world famous, award winning writer. • The men bargaining over cattle at the fair. • Heaney as a child in the amusement arcade – the first inspiration he had as a writer. • The Heaney family listening to Rosie Keenan playing the violin – highlights the influence she had on him, introducing him to the arts. • Etc. etc.

22. Question A (ii) What impression of Seamus Heaney do you get from reading this article? Possible Points • He’s a famous poet but he is not arrogant – he doesn’t think he is better than anybody else. • He had a happy childhood • He enjoys socialising with people and observing them as it helps his writing. • He had a close relationship with his father – he understands him very well. • He doesn’t brag about being better than anybody else in school. • He is a very good writer – his descriptions make it easy to imagine what he is talking about (e.g. the amusement arcade, the cattle market, Rosie Keenan on the street)

23. 2009 Comprehension: Text 1 Decisions for Society (Should Zoos Be Closed?)

24. 2009 Comprehension – Should Zoos be Closed Veronica Chrisp: • The animals lives are “enriched” – they are cared for physically, psychologically and socially. • There are caring professionals working there, following guidelines on how to care for animals. • The spaces they live in are designed to be similar to their “native habitat”. • They are fit, healthy and able to raise their young. Bernie Wright: • The animals have an inadequate quality of life. • Zoos are basically prisons for animals. • Animals in zoos develop health problems. • An animal’s natural instincts can’t be followed so they can become frustrated, unhappy and sometimes even insane. Question A (i): Based on your reading of the above text, outline the views of Veronica Chrisp and Bernie Wright on animal welfare in zoos. (15)

25. 2009 Comprehension – Should Zoos be Closed Question A (ii): Having considered the views expressed in the text, do you think zoos should be closed? Give reasons for your decision. (15)