1 · English non-literary analysis
register · visual hierarchy
U1-Q1 · 2 marks
What is the best analysis of the countdown?
Answer and reasoning
It makes the time limit prominent and supports the advert's pressure to act quickly.
U1-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: An advert says only three days left beside a large countdown. Words and layout cooperate to create urgency rather than simply deliver information.
Answer and reasoning
Only three days left combines a restrictive word with a time limit; the large countdown makes urgency visible. Explain how this could prompt quick action, while acknowledging that different readers may resist the message.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
Do not list techniques without their function or assume an effect occurs for every reader. / HL analyses both unseen texts in Paper 1; SL chooses one. Practise complete analysis rather than doubling an SL answer.
2 · Literary comparison and context
intertextuality · narrative voice
U2-Q1 · 2 marks
What is suitable evidence for Paper 2?
Answer and reasoning
Specific authorial choices from two studied literary works linked to the question.
U2-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: Two works can explore exclusion through different voices and structures. A comparison must explain these choices, not merely identify a shared theme.
Answer and reasoning
One narrator may withhold a character's motives while another presents interior thought. Compare how these choices position readers to judge exclusion. Select precise evidence from the school's texts and connect it to your thesis.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
Do not compare one literary and one non-literary text for Paper 2. / Context informs an interpretation but cannot replace close reading or prove a single fixed meaning.
3 · A global issue across literary and non-literary work
global issue · authorial choice
U3-Q1 · 2 marks
Which pairing belongs to this course's oral?
Answer and reasoning
One literary work and one non-literary body of work exploring the same global issue.
U3-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: Access to education is broad; how language labels outsiders in institutions is more focused. An oral needs a debatable issue visible in both selected works.
Answer and reasoning
Select an extract where labels shape a character's treatment and a related text from an approved non-literary body of work. Compare how diction and framing operate, then show where the pattern continues or changes across each work.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
The oral is supervised spoken assessment, not an essay submitted in its place. / Teacher verifies text eligibility, extract limits, notes and scheduling against the guide.
4 · A sustained line of inquiry
line of inquiry · thesis
U4-Q1 · 2 marks
What gives the essay coherence?
Answer and reasoning
A focused inquiry advanced through connected analysis and precise evidence.
U4-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: A catalogue of every technique in a text rarely produces a coherent essay. A narrow question about one pattern can support deeper analysis.
Answer and reasoning
Ask how a recurrent contrast constructs belonging across a selected work. Trace changes in the pattern and analyse moments that resist the initial reading. Revise topic sentences so each contributes a distinct step in the argument.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
Do not recycle the oral or Paper 2 material without checking assessment reuse rules with the teacher. / The essay is coursework with supervision and authenticity checks, not an invented timed paper.