General Englsih

Jill Pavich
Cambridge International AS Level
English
General Paper
Starter Pack
Dear Cambridge Teacher,
Resources to support Cambridge AS Level English General Paper will publish later this year.
We have produced this ‘Starter Pack’ to enable you to plan and teach the new course while
we finalise and print the new resources.
We are working closely with Cambridge Assessment International Education to provide
endorsed resources to support your students following the Cambridge Pathway to give
you confidence that they reflect the new syllabus.
This pack contains the following content from the new Cambridge resources written to
support the new syllabus for first examination in 2020.
It contains the following:
• Sample material from the Coursebook:
• Table of contents
• Introduction
• A guide explaining how to use to the book
• Chapters 1.1, 1.2, 1.3
• Sample material from the Teacher’s Resource:
• Planning support including an introduction to the course, assessment guidance
and syllabus mapping document
• Teaching support for the beginning of term including lesson plans, worksheets,
Powerpoint presentations and answers for Chapters 1.1, 1.2 and 1.3
Please note that the material included in this Starter Pack is at an advanced draft stage
but may still change between now and publication.
Visit our website to pre-order the course resources or speak to your local sales
representative. You can find their contact details here:
cambridge.org/education/find-your-sales-consultant
Copyright Cambridge University Press © 2018 - These materials are not final and may be subject to changes prior to publication
Sample material from the c oursebook
Contents
Contents
How to use this book iv
Introductionvi
1 Overview of the Cambridge International AS Level

English General Paper 1
1.1 Syllabus outline 2
1.2 Core course knowledge 12
1.3 Reading comprehension 35
2 Understanding and applying 64

2.1 Summarising and explaining what you read 65
2.2 Planning and organising responses 83
2.3 Skills review and practice 97
3 Analysing and evaluating 116

iii
3.1 Argumentative writing 117
3.2 Exploring issues through discursive writing 142
3.3 Skills review and practice 164
4 Essential language skills 184

4.1 Use of English 185
4.2 Parts of speech that add detail 199
4.3 Essential parts of speech 214
4.4 Adding complexity to your writing 236
4.5 Reviewing, editing and revising 250
5 Skills review and further study 268

5.1 Reviewing your writing skills 269
5.2 Reviewing your reading comprehension skills 279
Glossary285
Index 288
Acknowledgements 294
to the
2
betwe
Chapter 1.1
Cambridge International AS Level English General Paper
KeY TeRmS
Chapter 1.3: Reading comprehension
Adjective clauses
A clause that describes a noun or pronoun in the sentence is
teach
Syllabus outline
Avoid
independent clause: a clause that can stand alone as a called an adjective clause. These can be particularly useful
complete sentence.
Awkw
in helping you define concepts for an audience who may not
30 How to use this book
Dependent
subordinating
expand
clause:
Although the government has scrapped the plan to
Addisconjunction
a clause
Ababa, the
that
or relative
is preceded
protesters pronoun,
by
are so
a
it cannot
demanding
with Zone9,
know
debate
start
as mucha about
with and
collective
discussion.
a relative
a topic you fostered
blogasthat do. Adjective
pronoun (that, which, who, whom,
political
clauses
2 Using
The Cambridge
stand
action International
alone as a complete
on the greater thought. AS Level English General Paper syllabus will
questions of self-rule, freedom whose).Lilesa Thesemade are called relative clauses. For example: sente
Throughout
challenge this
you book
to you
think will noticeand
critically particular
creatively features about areAfter
thatcomplex
designed global to help
issues. headlines
your learning. with Thishis gesture, one
and identity. For example, the students want Oromo 3 Now
Asection
simple provides
sentence aisbrief overview of these
an independent clause: features. Facebook
Ernest user
Hemingway observed
(1899–1961) that the
is Olympics
well known have
for his 60
to be made a federal language. Oromo, the language Spoof websites, which are hoax websites meant to presc
exposed
uncomplicated two things writing about style. the state of politics in
exten
35
Learning
of the Oromo
‘Fake news’
objectives
is
people, is the most widely spoken
the modern fiction oflargest
today. African
mislead the viewer, can be created for the simple
Ethiopia: repression and favouritism.
language
Cambridge in International
Ethiopia and the AS fourth
Level English General Paperpurpose KEYLilesa’s
of humour or the malicious purpose of fraud.
SKILLS decision not to return home for fear of
Inlanguage.
this chapter, However,
you willitlearnis not the working language of
about: Given You can us
the federal government. his life,
Notice There Ethiopians
that
arethe online
insertion
several types ofofraised US$54,433
this clause
sentence in less
helpssimple,
structures: the than
reader without be
■ the key skills that you will need to develop during the course
(subject) (verb) 188 24understand
to hours
complex, tocompound
helpwhat himaand seek
‘spoof asylum.
website’ is without
complex-compound. In Chapterhaving
4.4, to 65 pose of thi
■ Boththe content
Oromia of the
andsyllabus
Amhara andregions
what it aims to achieve the
are challenging
Keep in mind that your audience may be just your own •
add you
a
misusewill learn
separate of how each isto
sentence
punctuation formed.
define
(e.g. it.
apostrophes, commas) single word
40 When theabenefits
■ dominance of taking
subordinating the ASethnic
the Tigray
conjunctionLevel English
group General
or relative Paper course
in Ethiopia’s
pronoun The Ethiopian government officially says the runner
teacher.
how you
■ politics.
If you are
will start
be reviewing
assessed your work with classmates or • non-agreement
will not be prosecuted of subject
over his and verb, or
protest pronoun
gesture butand
appears The
at the Tigray make
of an up 6% of the
independent population,
clause, however, butit DID YOU
off ering
the feedback
types of to others
questions that in awill
you writer’s
need workshop
to answer. activity, ‘will antecedent
Anotherbe conferred
classic (i.e.a
example the
heroicnoun
of a phrase
welcome
prescriptive that
along the pronoun
with his
recommendation
have andependent
becomes
■ overwhelming uponhold the on restpower
of the in the country,
sentence to give Key skills boxes identify key skills that are required
your audience might be a group of students or the whole relates to)
while theOtherwise,
it meaning. Oromos, who are the is
the thought country’s
a fragment: largest team
in aTIP
tells writers
members’.
chapter not
andtoshow split youinfinitives.
whereYet thebook
in the famous youquotation,
can find Prescript
class. If you post your writing on the internet, your ideas ‘To Always
boldly assume
go where your noreader
man does
has not
gone know as
before’, much
from asthe
youhit
eneral Paper ethnic group, representing
Learning objectives indicate the important concepts34%, and the Amharas at • confusion
more help
Endalk, an on between
developing
Ethiopian parts
free these of
speechspeech
keyadvocate (e.g. adjective
incontent- and
skills. Opportunities 70
E Breakin
may reach a much wider audience. do
science about a subject!
fiction key Use
televisionoccur relative
seriesin clauses
Star to define
Trek,unit,
has made history (meaning
27%,each
45 within
Because have very
chapter
fake newslittleis representation
and help
the you to navigate
modern in keyofthrough
fiction government
today. the to
exile adverb)
review
and your
specific a Globalskills
terms. Voices author, everyreactedbut to Unit 5 has college),
In positions.
this course, you will be writing for an academic
coursebook. a•out
the
of this prescriptive
particular
sentences
government’s focus
not on error! your writing and reading
reviewing
separated
statement bybypunctuation,
saying (on social or best-selli
audience. You should therefore always use a scholarly comprehension
In
media):incomplete
the same way,
Ethiopian skills,
sentences
you
gov’t and
may is is
use helpful
saying sentence
please to refer to
fragments
come throughout
you Dissent, both physical and virtual, is not tolerated In this last example, the clause is non-essential. In other ‘rules’?) d
KEY TERM
register if you want them to take you seriously. the course.
ective
(subordinating
in Ethiopia. conjunction)
Early this month, security forces used •(incomplete
home
words,
so that
wrong if you
sentences)
we will torture
position
took itof out,
in anyou,
modifiers essay
the sentence(e.g. toadjectives,
nothing achieve
else a certain
would still adverbs).
make
time’. Fro
live
Eff bullets
ective to disperse
communication: protesters
using languagein Oromoa
accurately and eff ect –
#oromoprotests.though prescriptive rules of grammar tell you not 75 these are
244 Notice that the sense. At other times, adjective clauses are essential to the
ACTIVITY 1 addition of just one word now makes the
to expressanother
Amhara, your thoughts or opinions about
administrative region, a topic while to. Some grammar books may advise you to avoid using
50 reader think: well, what of it? If this clause is killing
left as about
it is, it sentence,
While thesuch as thegovernment
Ethiopian one below: spokesperson
2 AO3 remaining
100not sensitive
protesters, to your
according audience’s
to news feelings
sites and passive forms of verbs, but you might find that the passive
does When we communicate
express a complete in social settings,
thought. weand
Subordinate tend social
clauses TIP
congratulated Lilesa, state TV did not show footage of Prescriptiv
experiences. voice is the better way to express aaffspecific
media
to use reports.
colloquialisms or other informal
can only be part of another sentence. They cannot stand phrases (i.e. him at the finish line. can
TheErrors
first in your
YouTube writingstar quickly
whose content youridea.
ect made message,
him a
In both 39
where it is
iv slang). If you use this register when you are writing for cases, deviating
and damage from the rules of prescriptive
Make sure you is
grammar
on On theirApril
own.25, 2014, nine bloggers and journalists were celebrity was yourJustin credibility
Bieber,as nowa writer.
an international writing. As
a global audience, however, your audience may not notallow
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errorseff inective
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terms are
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express your
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
55 learning.D Course content
disorder
colloquialisms via
They are social
you media’
use.
highlighted and ‘receiving support
in black bold. The glossary from De Birhan, August 2016 of descript
dependent
a foreign clause
government’. The detainees fragment had all worked IfAsyou took the adjective
grammarian Strunk has clause
said,out, it would
however: alter the
‘Unless he is own best ju
at the back
Writing essays
How could of the
the book
following contains
statements clearbedefinitions
changed toof these You willoflearn more about these and other rules for
meaning
certain of the
doing sentence.
well, [the However
writer] willpopular,
probably Justin
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best to
keymake
Because terms. communication
of this, dependent moreclauses
appropriate usually for take
an academic
on the job Tip boxes spelling
grammar, contain helpful and guidance. in Unit 4. Get into the
punctuation
One of the main focuses of the course will be essay writing.
audience?
of an adjective or adverb, where the word group modifies
was
follow
habit
to
notthe
of to
stick
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first YouTube
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study were of essay
patchy questions,
and as mixed
another word. These can also serve the up.subject communicating
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your language skills develop, you will be Look back
which I are
ARtiCLE organised
GLOSSARy have by theideas,
following topics:
of a2 sentence,
think youfunctioninggreat collectivelyso I don’tas ameannountowould.rain 3 If the average cost of living in the United States is
able to make more informed decisions about when it is Chapter 1.2
• wrath: on your parade,
economic, but the management is not going to The $28
first458 2 perever
video year,uploaded
explain why to theit might
popular bevideo
a good idea
website
angerhistorical, moral, political and social ACTIVITY
appropriate toan bypass advice on grammar’s
accept them. for Feyisa
YouTube was to seek asylum
18-second clip bystyle.
there. Use evidence
founder Jawed Karim from
14 • evictions:
science,
KeY SKillS including
sending peopleits history,
awayphilosophy,
from their homes ethics,
3 Paolo had participated in tennis tournaments for on
Test the
23 text2005.
April
yourself! to Read
justify
In the your
the response.
video, at [2]
he isstatements
following the zoo talking
and decideabout
orgeneral
land principles and applications; environmental elephants.
whether they are grammatically correct.
You many years,
may technology
have butthe
heard he advice
knew this not toyear
beginwould be his last
a sentence 4 What is the tone of Endalk’s comment on social
issues;
dissent:
shot at expressing and mathematics
a title. disagreement
with ‘because’. This is true if the sentence stands alone as a 1 media
The Itfirst
is the(lines
video ever71–73)?
to go
countries Justify
‘viral’ wasyour
responsibility answer.
posted
to [3]language
in 2006
provide by American
• fostered:
literature,
4dependent
Montoro language,
encouraged
used but
clause, it the
to be arts,
isanot
busy craft
and
true s, and the
successful
if the sentence media.
town for
beginning 5vlogger
support
Re-readGarytheBrolsma, who is featured
for immigrants.
last paragraph of thelip-synching the ‘Numa
text (lines 6–78).
 repression:
withyoung
‘because’ controlling
artisans, but
links up people
its
with glory
an by force
days are now
independent long
clause to gone Numa’
How lyrics
do made
the popular
words and by Moldovan
actions of band,
the O-Zone.
Ethiopian
2 If someone arrives early to the discussion group, they
since
complete the
its closing
thought. of
Demonstrating critical thoughtthe city centre shops. government
should wait by seem
theto conflict? [4]
door.
5 Local
A good essaybusinesses
will showaccused officials
knowledge of turning
of the a blind
topic area, but it Did3 you
Theknow?
Office of Bilingual
boxes Affairs
contain is on the second
interesting facts tofloor;
add
Important
eye toterms
ACtivity 3 in articles and book extracts are
the problem. this is where you can sign up for classes.
will also discuss that information on a more critical level. useful context to the topics that you are learning.
 highlighted in blue bold and defined Article glossaries
areincommonly Re-reading
SoCan you as
as well think of statements
selecting which information
appropriate to include 4 The participants in last week’s fundraising event will
Answer
following the
spoken the comprehension
article
in your questions
or extract.
region 1–5.
that are appropriate for informal
in your essay, you will need to analyse it. In this receive
course,ayou
freewill
ticket to the Multicultural
be asked Fair thismaterial.
to read challenging is an
1conversation, but perhaps
Give two reasons inappropriate
why Feyisa Lilesa may forbe
writing?
punished annual event that takes place in the spring.
When you come across a particularly challenging section,
It mayfor
help
his ifgesture
you think this as the[2]‘input’ and ‘output’ of
ofOlympics.
at the 5 areForthree
example, students
there steps you canwhotakeare
to travelling to Dubai. it:
help you understand
your
2 essay.
In your own words, explain why the Oromo people are
e CINPUT
Use of English
protesting. [3] 1 Discuss your answers
Read ahead with
– the text a partner.
will probably offer further
OUTPUT information to clarify what you do not understand.
Since
(the the essays that
information, you will write
facts (your areinformed
academic and
opinion Now that you have thought about why a formal,
, formal, you should
or knowledge always
that you usefollow conventional
about rules for
the information grammatically accurate approach to writing is necessary,
tical Copyright
spelling, Cambridge
grammar
to support University
youPress(i.e.
and punctuation
the points © 2018to -make
the These materials
your
input), why itare
is not final and
writing let’smay be subject
consider to changes
a few prior to publication
other essential skills that you will need
successful. In order to deliver a relevant
are making) clear andtoconcise message
your point in order to be an effective writer in this course.
• direct experience or first-hand knowledge. Chapter
a top priority.4.4: Adding
However, complexity
other to yourmight
company officials writing
value safety over earnings. It is therefore important to
KEY SKILLS How to use during
think deeply and critically about stakeholders this book
the planning phase to ensure a more thoughtful
3 AsAnpractice,
awareness of context can help you to more fully
deconstruct your sentences further. 4response.
Pick two sentences from your response to the
understand the perspectives featured in reading material.
Identify examples
For more of the
about context, following:
look back to Chapter 1.2 Section E question and deconstruct them as far as you are
Activities provide
• direct object
Key elements of opportunities
an essay and forChapter
also at you to5.2.
practise what able. Defend your decisions to a partner or the
ACTIVITY 7
you•have learned. whole class.
indirect object
1 Identify five stakeholders who might have a
• example
The predicatebelow uses the following question to
nominative Use the following exam-style questions on this
perspective on the question about issuing
demonstrate
• predicate adjectiveof context:
the effect chapter’s bans. of Media as literature for practice
traveltheme
in essay writing.
• adjective clause 2 Identify reasons why each stakeholder might agree or
Is it necessary to suspend travel during potentially
disagree with this issue. Remember to keep context in
• adverbquestions
dangerous
Exam-style clause
health outbreaks?
help you to become familiar with mind while you are considering these perspectives.
the•style
noun clause. you will encounter in examinations.
of question
STAKEHOLDER CONTEXT
(international (no ban was issued during Context can be understood in the following way: ‘I hold X
health off icials, previous outbreaks, e.g. opinion as a result of Y background/experience’, rather
exAm-STYle queSTiONS
exam-style questions
e.g. World Health 1 H1N1 flu pandemic, SARS than just ‘I hold this opinion’. As you address different
essay questions
Organisation) perspectives in your essay – including your own –
This activity will introduce you torespiratory disease)
the types of reading languages? Using evidence from the passage and
1 To what extent
comprehension would you
questions youagree that today’s
will meet in this course. remember
journalism is as much fiction
your toitkeep
as
knowledge in the
is fact?
of mind the unique
[30]present circumstances
day, justify your
Answer questions 1–5. PERSPECTIVE
2 Consider the social implications of writing about yourself online. [30] which shape
answer. [8]them.
1
3 From
How farthewould
passage,
you give
agreetwo (atouchscreen
travelwhy
reasons
that ban languages
is games
unnecessary)
enhance the5learning
(i) Explain the meanings
experience of the[30]
for children? following words as
are lost. [2]
4 ‘Online learning is a monologue, not a dialogue.’ Evaluate this statement. [30] they are used in the passage. You can write your
2 answer as a single word or a short phrase. [3]
5 In noe-books
Will more thanever50replace
of yourtraditional
own words, summarise
print publications? [30]
Peter Austin’s arguments for wanting to preserve imperiled (line 6)
6 Today’s news can be transmitted by anyone with access to technology. Consider the positive and negative
dying languages. [5] degrade (line 13)
consequences of this. [30]
3 Why do you think parents decide not to teach their teeter (line 45)
7 To what extent is social media good for democracy? [30]
children their heritage language? In your own words, 249
8 explain
‘Traditional (ii) Use the words in three separate sentences to
why news sources
families suchtoasperceive
are likely newspapers
it as aand radio stations will cease to exist within the next decade.’ What is
[30] 19). [4]
your view?(line illustrate their meanings as used in the passage.
hindrance
Your sentence content should stand apart from the v
9 In
4 Other
yourthan
owntheir ability
opinion, to entertain,
what do viral
do you think is thevideos have any real value? [30]
subject matter of the passage. [3]
10 most important
‘Handwritten reason
history why
is no we should
more reliablesave
thandying
today’s digital print.’ Discuss. [30]
Total marks: 25
Summary
Key points to remember from this chapter:
■ Learning different ways to structure your sentences can help you use detail to clarify your
message. It can also add a sense of style to your writing.
■ To express a complete thought, most sentences will contain a subject, verb and complement.
■ Direct and indirect objects can be found after action verbs, whereas predicate nominatives and
predicate adjectives appear after linking verbs.
■ There are four types of sentences: simple, complex, compound and complex-compound.
■ Conjunctions are powerful tools in writing because they can help you coordinate ideas and
structure sentences.
■ Commas are not strong enough to hold two independent clauses together. Instead, you should
use a semicolon or a full stop.
■ Learning to identify clauses will help you avoid errors such as run-ons and misplaced modifiers.
At the end of each chapter, a Summary box lists the key points that were covered in the chapter.
Introduction
What is the Cambridge The syllabus sets out three broad topics, which each
contain a number of suggested areas to explore. The
International AS Level English topics are:
General Paper? • economic, historical, moral, political and social
The Cambridge International AS Level English General • science, including its history, philosophy, ethics,
Paper syllabus encourages you to think critically about general principles and applications; environment
modern issues as a means of developing your skills in issues; technology and mathematics
reading and writing. It also seeks to strengthen your ability
• literature, language, the arts, crafts and the media.
to communicate in English.
To help you meet the aims of the syllabus, the course will Reading comprehension
target the following core skills:
You will encounter two types of reading material during
• reading the course:
• writing
• prose
• application of information
• sources requiring logical reasoning.
• analysis and evaluation.
You will be asked reading comprehension questions
which relate to these materials. For example, you may be
How will you be assessed? asked to:
vi A common misconception about this course is that it is • summarise information
a test of knowledge. As the following diagram suggests, • put information into your own words
however, Cambridge International AS Level English • identify key ideas and details
General Paper is a skills-based syllabus. You will not be
• make inferences
assessed on your level of knowledge. You will write about
• draw conclusions
a range of different topics throughout the year, but you will
be assessed on your ability to: • examine options
• offer your opinion.
communicate in written English
In an assessment situation, you will have 1 hour
45 minutes to read and respond to the material.
analyse and evaluate information
Why study for the Cambridge

select and apply information International AS Level English
The course will build and assess your skills in written
General Paper?
communication and reading comprehension. Here is a This is a skills-based course, which can help you become a
brief overview of what to expect. stronger critical reader, writer and thinker. These skills can
transfer to most other academic fields you are studying,
therefore the Cambridge International AS Level English
Written communication
General Paper can be a valuable foundation for your
Throughout the course, you will practise responding to a educational experience across all disciplines. The skills you
range of essay subjects. In an assessment situation, you practise in this course are required at university level, valued
will have 1 hour 15 minutes to plan, organise, support, in the professional world, and necessary for citizens living in
write and refine your essay. 21st-century society.
Introduction
The Cambridge International AS Level English General Paper course can help you to:
• develop your own opinions
• analyse the opinions of others
• evaluate the quality, value or significance of ideas before judging them.
We are all shaped by our own experiences and hold different values, so not everyone sees
the world in the same way. Learning how to address today’s issues (and the opinions
surrounding them) in a sensitive and mature way can therefore improve your approach
to global conversation. It is hoped that success in this course will inspire you to play an
active role in global society and, as you do so, you may help to make positive changes
in the world around you.
How is this coursebook structured?

The approach in this book is built on the assumption that good readers make good
writers. The following diagram shows how the book helps you to use reading skills
to improve your writing:
Reading comprehension Essay writing
understand detailed information, UNDERSTAND understand the key words of an essay

identify key words question
identify and summarise issues, apply appropriate knowledge as
express information in one’s own APPLY evidence to support a point; make vii
words sure information is relevant
analyse and respond to information; interpret the meaning of information;
ANALYSE draw inferences and understand
interpret by making inferences and
drawing conclusions implications; examine points of view
use both text and one’s own assess evidence, ideas and opinions in
EVALUATE
knowledge to justify ideas; choose order to form a reasoned conclusion
between different points of view organise/structure information
organise information; communicate COMMUNICATE deliberately for effect; communicate
clearly clearly
The main aim of this coursebook is to teach you how to think critically about
contemporary issues, and how to respond to them in a way that clearly
communicates your ideas and opinions:
Reading Writing Fresh perspective
Combine
Understand New
knowledge and
others’ ideas insights
your ideas
How can this coursebook The Cambridge International AS Level English General
Paper course aims to build your general knowledge and
help you? awareness of today’s issues. Nevertheless, it would be
The best way to feel confident about meeting course impossible to cover all possible topics in a single year! Your
expectations is through careful preparation. This book teacher may therefore develop topic areas related to those
provides information and guidance to help you do this. in the syllabus, but it is your responsibility to pay attention
Each chapter is organised around a learning theme which in your study of other disciplines such as science, maths,
is related to the topics listed within the course syllabus. history and the arts so that you develop and reinforce
The main chapter themes are as follows: your knowledge and understanding of these subjects.
Remember: you may be asked to write about any of the
Chapter Theme topic areas listed in the syllabus for this course, so it is
important to develop your general knowledge as much as
1.2 Language and communication
you can!
1.3 Celebrity culture
The skills you learn in the Cambridge International AS
2.1 Visual arts Level English General Paper course will apply to the critical
2.2 The individual and society tasks in other disciplines. This coursebook will help to
inspire good reading which, in turn, will inspire good
2.3 Technology, gender and education writing. Since communication is a key skill in a globally-
3.1 Food, water and other essential connected society, your hard work in this course will be
resources well worth the effort!
3.2 Tradition versus modernity
3.3 Government priorities
viii 4.1, 4.2 Literature

4.3 Poetry in the modern world
4.4 Media as literature
4.5 What makes a person ‘great’?
Unit 1:
Overview of the Cambridge International
AS Level English General Paper‘ i
1
2
Chapter 1.1
Syllabus outline
The Cambridge International AS Level English General Paper syllabus will
challenge you to think critically and creatively about complex global issues.
Learning objectives
In this chapter, you will learn about:
■ the key skills that you will need to develop during the course
■ the content of the syllabus and what it aims to achieve
■ the benefits of taking the AS Level English General Paper course
■ how you will be assessed
■ the types of questions that you will need to answer.
Chapter 1.1: Syllabus outline
A Topics and key skills Application of information

• Can you:
In your Cambridge International AS Level English General
Paper course, you will study topics from across the summarise key text in your own words?
curriculum. The course will help you to develop both your select appropriate information to use in your
writing and critical reading skills. written responses?
The course will prepare you to do two types of tasks: pair reasons with relevant examples to support your
point(s)?
• to write essays about contemporary society
recognise different viewpoints?
(i.e. society today)
explain the ideas of others in your own words?
• to read information critically and to respond
to questions that challenge your logic and Analysis and evaluation
understanding. • Can you:
analyse data?
interpret meaning from the text you read or the
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knowledge you gain?
There is a list of Cambridge International AS Level English
General Paper topics later in this chapter in Section make inferences from what you read or learn?
D Course content. assess various points of view and decide
between them?
The ‘key skills’ are the core abilities you will develop develop ideas in a logical way?
in this course. These will help you to become a understand the consequences of actions?
competent reader and writer as well as a critical
offer workable solutions to real world problems?
thinker and problem-solver. The course will help you
make judgements supported by evidence? 3
to develop a number of important key skills in both
reading and writing:
B Syllabus aims and objectives
Reading
The Cambridge International AS Level English General
• Can you: Paper syllabus is intended to enable you to:
understand the question being asked or the text • develop understanding and use of English language in
you are reading? the context of contemporary topics
understand detailed written information presented • encourage and appraise a broad range of topics
in different ways (e.g. texts, data, charts, lists)?
• develop a wider awareness and knowledge of
understand the use of English words and phrases as contemporary issues through reading
they are used in different contexts?
• develop independent reasoning skills
acquire a wide-ranging vocabulary from what
• develop the skills of interpretation, analysis, evaluation
you read?
and persuasion
Writing • develop skills in writing structured and developed
• Can you: arguments, and present reasoned explanations
use knowledge and information appropriately to • develop the ability to present a point of view clearly,
support your argument? and consider and reflect upon those of others.
express ideas in clear and accurate There are three assessment objectives (AOs) that
written English? correspond with these aims. To meet these objectives
present ideas in a structured way? you will need to show that you can:
write appropriately for a variety of purposes? • select and apply information (AO1)
demonstrate range in vocabulary and control over • analyse and evaluate information (AO2)
grammar and other mechanics? • communicate using written English (AO3)
The table shows examples of the kind of tasks that you KEY TERM
may do during the course, and the assessment objective
Effective communication: using language accurately
that each task will meet.
to express your thoughts or opinions about a topic while
Example task AO1 AO2 AO3 remaining sensitive to your audience’s feelings and
experiences.
Give reasons for the increasing
popularity of start-up businesses. 
(reading comprehension task)
How effective are consumer
  
D Course content
boycotts? (essay/writing task)
Writing essays
By considering both the advantages
and disadvantages, explain which of One of the main focuses of the course will be essay writing.
 You will usually be given a choice of essay questions,
the options is most suitable. (reading
comprehension task) which are organised by the following topics:
Analyse the need for classes • economic, historical, moral, political and social
like art, music and drama in the • science, including its history, philosophy, ethics,
  
school curriculum. (essay/writing general principles and applications; environmental
task) issues; technology and mathematics
What does the expression paring • literature, language, the arts, craft s, and the media.
down mean as it is used in the

material? (reading comprehension
Demonstrating critical thought
task)
A good essay will show knowledge of the topic area, but it
Examine the advantages and
will also discuss that information on a more critical level.
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disadvantages of travelling in today’s   
So as well as selecting appropriate information to include
society. (essay/writing task)
in your essay, you will need to analyse it.
It may help if you think of this as the ‘input’ and ‘output’ of
C Course benefits your essay.
The skills that you will develop in this course can be
applied to any subject. They may also help you to: INPUT OUTPUT
(the information, facts (your informed opinion
• meet the entrance requirements for universities, or knowledge that you use about the information
since many universities place a high value on critical to support the points you (i.e. the input), why it is
thinking skills are making) relevant to your point
• become more aware of contemporary ‘real world’ and/or whether there are
issues other points of view)
• communicate effectively with others about
these issues. By sharing these thoughts with your audience, you are
actively and critically interacting with the information that
Effective communication is a skill that is essential to you present in your essay.
everyone, everywhere. It is a skill that enables you to
change the world around you. Communicating effectively KEY TERM
can help you discuss issues, articulate ideas and voice
your opinions. Essentially, this course gives you the Prompt: a question or instruction which encourages you
skills you need to find your own voice in an increasingly to respond.
globalized society.
ACTIVITY 1
Read the paragraph, which responds to the following essay prompt: How far do you agree that traditional stories are worth
preserving? With a partner or independently, identify the ‘input’ and ‘output’ in the paragraph.
Traditional stories should be preserved because they have the ability to influence behaviour. In fables, for
example, characters’ actions and the consequences of choices they make culminate in a moral lesson learnt by
the end of the story. For children especially, these characters serve as examples for how to act and how not to
act. This serves an important purpose as they develop a sense of self and establish their own values. A classic
case of such stories are Aesop’s Fables, which have a timeless ability to influence moral behaviour. One tale, ‘The
lion and the mouse’, teaches its audience that ‘a kindness is never wasted’; and ‘The fox and the goat’ teaches us
to ‘look before we leap’. Based on the popularity of these fables, it stands to reason that traditional stories can
play a significant role in how we think and act, which certainly makes them worth saving.
general academic topics from science to maths, literature

to history, media, culture and beyond. For example, you
may be asked to write about:
• the value of art or the quality of cinema
• the relevance of graffiti
• the benefits of research technology
• truth in advertising
• ethical concerns surrounding genetically modified crops. 5
Would any of these areas interest you? Would you like

to write about them? If not, there are plenty more to
choose from. Look at the following list for the full range
of topic areas that you could be asked to write about in
this course.
Economic, historical, moral, political and social

• The role and value of history in modern society
• Wars, conflicts and terrorism
• The state and its institutions
• Political systems, leadership, nationalism and
forms of government
• The role of international organisations
• The provision and politics of aid
Storytelling is a timeless tradition in many cultures. What • Justice and the justice system; prison and
kinds of stories does your culture value and to what extent rehabilitation
are these traditions maintained? • The role of the individual in society
• Family, marriage and partnerships, social pressure,
Choosing topic areas for essays
class and social attitudes
The course title, ‘Cambridge International AS Level English
General Paper’, means that the essays you write will be on • Globalisation and its impacts
• Wealth and equality in society There should be something of interest here for everyone.
The essays that you write during the course will always be
• Population and migration
based on the topic areas in the list. You will always have a
• Education number of essay questions, so you will be able to choose
• Welfare what you want to write about.
• Sport and leisure
KEY SKILLS
• Work and employment
• Industry and commerce In this course, you will focus mainly on developing your
reading and writing skills, not on your direct knowledge
• Freedom of speech, thought and action
of specific topics. However, it is part of your responsibility
• Human rights as a learner in this course to apply the knowledge you
• Animal welfare are learning in other subject areas (e.g. sciences, history,
languages or media) to the skills you are practising for the
• Matters of conscience, faith and tolerance AS Level English General Paper. For example, knowledge
Science, including its history, philosophy, ethics, gained from a science class on the use of pesticides could be
used for a writing task such as:
general principles and applications; environmental
issues; technology and mathematics Are pesticides the answer to the problems facing the
business of global agriculture?
• Medical and scientific advances and their ethics
• Drug testing, manufacture and provision
• Diet, health education and provision of healthcare
• Space exploration and its associated industry
Answering comprehension questions
• Information and communications technology Besides essays, the other main focus of the course will
be comprehension questions. You are provided with
• Surveillance and privacy
6 materials and required to:
• Environmental concerns
• explain and interpret information
• Natural disasters including mitigation and
management • respond to the material by writing a persuasive text
that expresses an opinion and justifies a conclusion
• Rural and urban concerns
• demonstrate understanding of how language features
• Food and water security
are used
• Transport, travel and tourism
• analyse and evaluate the material.
• The uses and applications of mathematics
Depending on the type of material, you may be asked
Literature, language, the arts, crafts, and to find the solution to a problem using common sense
the media and logic. For example, you might need to choose the
• Literature most appropriate renovation for a building; in this
• Non-fiction writing case, you might be given data, costs and/or a list of
considerations to take into account before arriving at
• Language
a decision.
• Performing arts
Comprehension questions may ask you to demonstrate
• Visual arts
understanding of a prose piece such as a speech, email
• Applied arts or news article. A question following a text like this,
• Arts institutions and venues for instance, might ask you to put ideas from the text
• Traditional arts and crafts; heritage into your own words to show understanding. You may
• Print and digital media also be asked about language specifically: for example,
the definition of a word in context or the meaning of a
• Advertising
colloquial (informal) phrase.
• Censorship and freedom of the media and the arts
KEY SKILLS The comprehension questions may cover a wider range

of topic areas than the essay topic areas list that you have
The comprehension questions can help you improve the
already looked at. You will use the skills you have learnt
skills you need to meet the essay-writing assessment
objectives of understanding, analysing, evaluating, applying
in the course to understand and analyse the information
and communicating. presented in the material, then provide relevant
answers to the questions that follow. Most questions
will be based on your immediate comprehension of the
Comprehension questions may ask you to do any of material; however, some questions may allow you to
the following: use knowledge outside the reading to further support
• summarise ideas in different types of material your answer.
• make inferences about the meaning of a text
KEY SKILLS
• analyse the reasoning of an argument
• develop arguments of your own in response to a text or The material you will read for comprehension practice can be
other material up to 900 words long.
• discuss the implications of an issue

• suggest a way of solving a problem.
In their book about reading comprehension, Mosaic of Thought, Ellin Keene and Susan Zimmermann define synthesis as the
process of organising the different pieces of information to create ‘a mosaic … a [new] meaning, a beauty greater than the
sum of each shiny piece’.
Comprehension skills ACTIVITY 2

The material for comprehension questions may consist of:
• statistics Here are some criterion-based statements, which
summarise the expectations for writing an effective essay.
• diagrams With a partner or in a small group, consider the meaning of
• maps the underlined terms, then rewrite the statements in your
own words.
• tables
The essay:
• notes
a is fully relevant and offers a range of effective
• listed information. examples which respond to the question
By practising comprehension questions, you will develop b analyses possible meanings of the question
the skills needed to persuade your audience to accept any c defines the scope of the response
argument that you put forward. You will learn to evaluate d features a consistently appropriate register when
the various solutions to a problem or issue before deciding discussing the issue
which one works best. e uses a wide range of vocabulary
f uses a variety of language features
Practising comprehension questions will also help you
to develop the critical skill of synthesising information. g uses language in a controlled way
After analysing several pieces of information, you h is cohesive, coherent and engaging
might reorganise this input in a new way, creating fresh i links ideas together in a convincing way
understanding of the issue. j analyses a range of arguments in order to reach a
supported conclusion
KEY TERM k is well-organised.
Synthesise: create new ideas or understanding by

8 combining knowledge from different sources in fresh ways.
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For comprehension questions, the material may also be Terms such as ‘scope’, ‘cohesive’ and ‘register’ may be
printed or online texts, such as: difficult to understand. Putting these terms into your own
• reports words can help you become more comfortable with the
language of the criteria. This will make it easier for you to
• reviews write with these standards in mind.
• essays
• scripts (e.g. dialogue, recorded conversations)
• speeches E Expectations and assessment
• descriptions.
Criteria for assessing essays
As you practise answering comprehension questions, Assessing an essay is quite different from assessing
you will learn how to read text closely and carefully in responses to a question that offers multiple choices
order to recognise differences in key features like tone but has one fixed answer. For example, what do
and style. By doing this, you will develop the ability you think:
to ‘read between the lines’ and interpret the deeper
meaning beneath the material itself. Practising with • distinguishes an impressive essay from an average
comprehension questions will also help you improve one?
your own writing skills, because you will need to • makes a response adequate rather than
summarise and communicate information in your underdeveloped?
own words. • is the difference between a clear range of examples
and a reasonable range?
Distinctions like these can be difficult and subjective sometimes. However, if you understand the criteria necessary for a
strong essay, you will have a greater chance of communicating ideas effectively and satisfying the objectives of this course.
To assess essays as fairly as possible, it is helpful to use a criterion-referenced marking system. This means there is a fixed
set of criteria, or standards, that an essay is judged against.
The table contains a more complete set of criteria for assessing the effectiveness of an essay.
Criteria for assessing an essay
Select and apply Analyse and evaluate Communicate in written

information (AO1) information (AO2) English (AO3)
Effective • Fully relevant • Considers possible • Communicates ideas clearly
• Clear use and range interpretations of the question • Consistently appropriate
of examples • Defines essay scope register
• Applies evidence • Considers a range of • Wide range of vocabulary and
and examples perspectives style
appropriately • Strong line of reasoning • Controlled, accurate use of
• Offers a judgement based on language
both evidence and personal • Ideas are well-organised and
view cohesive
Competent • Uses examples to • Demonstrates an • Communication is generally
illustrate, though understanding of the question clear
some are more • Offers some perspective • Register is generally
relevant and 9
regarding the issue, though appropriate
appropriate than not as varied • Uses everyday vocabulary
others
• Argument is generally logical • Generally controlled use of
• Regular use of evidence to language, though not always
support the line of reasoning accurate
• Some judgement is passed, • Errors are present but do not
but it may be too broad or impede communication
irrelevant • Coherent
• Organisation may be
inconsistent
Developing • Lacks examples, • Lacks understanding of the • Inconsistent communication;
or examples lack question frequent errors impede
connection to points • Forms a basic conclusion, communication
raised though it lacks insight • Basic or limited vocabulary
• Weak line of reasoning • Language lacks control and
• Does not offer judgement or accuracy
draw conclusions about the • Response may be fragmented
information shared or disorganised
ACTIVITY 3
Using the assessment criteria table,

mark the following sample student
essay about the influence of fashion
on health and wellbeing. Apply the
standards in the table, and be prepared
to justify your mark to the class.
What influence does fashion have in your life?
To what extent does fashion determine our health and/or happiness?

Fashion can symbolise many things such as happiness playing no matter what it is. The same goes for fashion:
10 and good health. Some people are dedicated followers while some people love it and use it for relaxation others
of fashion and it could be because they believe it helps dislike it and think it’s a waste of time, proving that
their mental as well as physical well-being. Certain it is an individual thing whether image determines
colour schemes can symbolise certain things such as happiness and healthiness.
happiness and joy, and some even believe that image Another reason fashion may have an effect on mental
affects the overall health of an individual. or physical state might be because the nicer you look,
One way that fashion can determine health or happiness the nicer you feel. For example, if you dress up in a
is that the shapes, patterns and colours can portray beautiful wedding dress, you feel loved and important,
certain emotions. Some colours have underlying which makes you feel happy, which makes you feel
meanings or feelings associated with them. For example, better healthwise. On the other side of the spectrum, if
some prisons have started painting the inside of you were to look like a mess with ragged clothing and
cells pink because it instils calmness and encourages messy hair, with people staring at you and pointing,
calm behaviour. Some symbols or patterns therefore it could take a toll on your mental health because
encourage certain behaviours, which could be a reason having people criticise you can make you feel bad about
why some people are so into fashion since it can make yourself. Lots of times feeling down about yourself can
them feel good, happy and even healthy. lead to physical complications as well, such as the way
However, health and happiness are always dependent depressed people often feel physically sick.
on the image of clothing or styles of fashion. While in In conclusion, people may be dedicated to fashion
some cases it may make an individual feel better about because it can make them feel better about themselves
his or her appearance and overall health, it can be a when they look nice. On the other hand, it may just be a
psychological thing. For some people, for example, psychological thing. Either way, however you look at it,
sports are very enjoyable to play or watch and can clear happiness makes you feel good, and you need a way of
the head of the individual. For others, however, sports achieving happiness, and for some, it is fashion.
are a waste of time and they can get bored watching or
Criteria for assessing reading comprehension The two brands in question will be clearly mentioned
questions in the material. When a question has a specific answer
like this, your response will be assessed on the content of
Some reading comprehension questions ask you to the answer.
develop your own explanation, argument or other set
of ideas. For example, a question might ask you to look In addition to the information provided in the question
at several options before arguing which one is the best. itself, you will be told how many marks are available for each
In this case, there is no ‘wrong’ answer, provided that comprehension question that you answer. This will give
you develop and explain your choice. Therefore, you will you an idea of how detailed your response should be. As a
be assessed based on specific criteria about how you general rule, those questions worth only 2 or 3 marks should
answered the question. be brief in comparison to those worth 8 or 10 marks.
Other questions, however, will be looking for answers KEY SKILLS

that can be found in the reading material. For example, a
question might ask: Chapter 5.2 offers more tips for understanding how to answer
comprehension questions as well as possible.
Which two brands did consumers like most?
Summary
Studying for the Cambridge International AS Level English General Paper helps students to:
■ think about issues
■ sympathise with, as well as challenge, opposing viewpoints 11
■ understand and apply ideas which are relevant to the issue
■ analyse and evaluate different perspectives
■ express these ideas effectively through fluent use of the English language.
As a student in this course, you will:

■ explore a variety of global issues and be able to discuss them on a mature level
■ learn how to communicate your thoughts and opinions clearly by using precise language, good
sentence structure and thoughtful, logical organisation.
The skills you will learn in this course will be valuable in your study of other subjects and later as part of your
university-level study.
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Chapter 1.2
Core course knowledge
Effective communication is built on your understanding of both your audience
and your purpose for writing. Take note of the core knowledge presented in
this chapter, which explores the theme of Language and communication.
Learning objectives
In this chapter, you will:
■ learn to write for a specific purpose and audience
■ break down essay questions to better understand what is being asked
■ get to know different approaches to writing
■ become familiar with the common errors made by young writers
■ find out how reading skills can improve your writing
■ practise critical reading and writing skills
■ select a style of writing that best matches your level of knowledge
Chapter 1.2: Core course knowledge
A Core knowledge Perhaps it might look something like this:
There are a number of key points that you need to Hello, Charlotte. I’m writing to enquire about your
remember as you start out on your Cambridge International intentions for coffee this afternoon. At your earliest
AS Level English General Paper course. You will refer back to convenience, please advise. Regards, Sally
this ‘core knowledge’ throughout your course. Here are a few
It sounds awkward to speak in such a structured way to a
key points to remember:
close friend or relative, but it makes sense to organise your
• you are expected to use a style of writing that matches ideas in this way when you are communicating with a person
your audience and purpose of authority or someone you do not know so well. If you were
• awareness of common writing errors can help you in Sally’s position, you might even change the medium of your
communicate more clearly message entirely, from a text message to a more formal email!
• a clear understanding of the task will help you write a Ask yourself who your audience is. This will affect how you
more focused response write to them.
• the tone and structure of your writing will vary KEY TERM
depending on the task
Audience: the person/people that you are speaking to
• you can become a better writer by observing the way or writing for; for example, in a writing competition your
others write (i.e. by critical reading). audience would be the competition judges, while your
audience in this course is usually your teacher.
You will explore these ideas briefly in this chapter and then
in more detail in later chapters.
Clearly, there is a need for both formal and informal styles of
communication. However, there are some situations where
B Considering audience, register one register is more appropriate than the other. In order to
and purpose decide whether to use a formal or informal communication 13
Think about the kind of language you use when style, consider the purpose of your message, who your
communicating in the following situations: audience is and what your audience will expect.
• at lunch with a group of friends KEY TERMS

• during a presentation in front of your peers
Register: type pf language used for a particular purpose or
• in an essay that your teacher assigned in a particular setting.
• in a text message to a parent or family member. Purpose: your reason for writing/speaking; for example,
your purpose may be to persuade someone to agree with
You will notice that the way you communicate when you about something.
speaking is probably quite different from when you are
writing. Your language may change depending on who you
are writing to, as well. For example, consider the following
scenario. You are supposed to meet a friend for coffee,
but she hasn’t arrived yet. You send a text message to ask
whether or not she will make it. Your message might look
something like this:
hi, where r u? 3pm still ok? lmk.
This kind of approach to language is most characteristic

of personal conversation. Therefore, this memo would
be most appropriate if you were speaking to a good friend.
But what if you were meeting an acquaintance for coffee,
or someone who was interviewing you for a job? How How formal should your language be? Your register will
might you amend this message? depend on your audience and your purpose for speaking
and writing.
Keep in mind that your audience may be just your own • misuse of punctuation (e.g. apostrophes, commas)
teacher. If you are reviewing your work with classmates or • non-agreement of subject and verb, or pronoun and
offering feedback to others in a writer’s workshop activity, antecedent (i.e. the noun phrase that the pronoun
your audience might be a group of students or the whole relates to)
class. If you post your writing on the internet, your ideas
• confusion between parts of speech (e.g. adjective and
may reach a much wider audience.
adverb)
In this course, you will be writing for an academic • sentences not separated by punctuation, or
audience. You should therefore always use a scholarly incomplete sentences
register if you want them to take you seriously.
• wrong position of modifiers (e.g. adjectives, adverbs).
ACTIVITY 1
When we communicate in social settings, we tend TIP

to use colloquialisms or other informal phrases (i.e. Errors in your writing can quickly affect your message,
slang). If you use this register when you are writing for and damage your credibility as a writer. Make sure you
a global audience, however, your audience may not allow yourself time to edit errors in grammar, spelling
understand your message if they are not familiar with the and punctuation before you share or submit your writing.
colloquialisms you use.
How could the following statements be changed to You will learn more about these and other rules for
make communication more appropriate for an academic
grammar, spelling and punctuation in Unit 4. Get into the
audience?
habit of editing your work: this is an important step in
1 The results of the study were patchy and mixed up.
communicating effectively.
2 I think you have great ideas, so I don’t mean to rain
on your parade, but the management is not going to ACTIVITY 2
accept them.
14 3 Paolo had participated in tennis tournaments for Test yourself! Read the following statements and decide
many years, but he knew this year would be his last whether they are grammatically correct.
shot at a title. 1 It is the countries responsibility to provide language
4 Montoro used to be a busy and successful town for support for immigrants.
young artisans, but its glory days are now long gone 2 If someone arrives early to the discussion group, they
since the closing of the city centre shops. should wait by the door.
5 Local businesses accused officials of turning a blind 3 The Office of Bilingual Affairs is on the second floor;
eye to the problem. this is where you can sign up for classes.
Can you think of statements which are commonly 4 The participants in last week’s fundraising event will
spoken in your region that are appropriate for informal receive a free ticket to the Multicultural Fair this is an
conversation, but perhaps inappropriate for writing? annual event that takes place in the spring.
5 For example, students who are travelling to Dubai.
Discuss your answers with a partner.
C Use of English
Since the essays that you will write are academic and Now that you have thought about why a formal,
formal, you should always follow conventional rules for grammatically accurate approach to writing is necessary,
spelling, grammar and punctuation to make your writing let’s consider a few other essential skills that you will need
successful. In order to deliver a clear and concise message in order to be an effective writer in this course.
that your audience can understand and appreciate, make
sure that your writing does not contain errors that might
confuse your readers.
D Understanding the task
As part of the Cambridge International AS Level English
Here are some of the errors that young writers tend to
General Paper course, you will write for a variety
make when using English:
of different purposes. As you respond to reading
comprehension questions, for example, you might write
to explain your observations about a text or justify
inferences you make about the material. You may also be One of the key differences in writing for different purposes
asked to share your own logical reasoning in response lies in tone. For example, if you are writing to explain, your
to text, which would require you to write with a more tone might be confident because you are knowledgeable
argumentative purpose in mind. about what you are sharing.
In responding to essay questions, you will be assessed Meanwhile, if you are writing to convince your audience,
on your ability to develop a well-reasoned argument in your tone might be:
response to questions concerning modern issues. This
• persuasive
may involve arguing a distinct position or investigating
the topic more objectively before passing judgement. • determined
No matter what your purpose is for writing, you will need • biased.
to practise structuring ideas in order to achieve your
This is the kind of tone you will need to adopt when
goal. This coursebook will therefore help you develop:
taking a stand on issues in this course. If you approach
• expository writing skills, so you can explain ideas in an essay with more of an investigative (discursive)
response to reading material, and to help you summarise purpose in mind, however, your tone will shift to
information when presenting evidence in essays appear more:
• argumentative writing skills, so you can establish • objective
and reason through a clear position on a topic or issue
• unbiased
• discursive writing skills, so you can analyse multiple
• analytical.
points of view surrounding a debatable issue before
passing judgement on it.
KEY TERMS
Tone: the attitude of the writer towards their subject or

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It is important to keep in mind that while you will not write Biased: having a tendency to believe one aspect of an
expository essays in an exam situation, you will still need to argument more than others as a result of one’s personal
know how to explain your ideas in order to develop a point opinions and/or prejudice.
or argument. Learning how to write for expository purposes Objective: not influenced by personal feelings or opinions
can therefore serve as a building block to help you achieve a when presenting an argument.
higher purpose later in the course when writing essays.
KEY TERMS Command words

There are a number of command words you
Expository writing: when your purpose is to explain
something to the reader by presenting it clearly and sharing should become familiar with. These words indicate how
details and facts, to educate and inform your audience. you are expected to respond to a reading comprehension
Argumentative writing: when your purpose is to argue or essay question. Think about how your response might
something by developing a line of reasoning in order to arrive change as you read through the following tasks:
at a logical conclusion; the aim is to convince your audience
either to accept your position or even to take action. • Identify the importance of grammatical accuracy in
Discursive writing: when your purpose is to explore an
today’s society.
issue by considering objectively various points of view before • Evaluate the importance of grammatical accuracy
arriving at an evidence-based conclusion. in today’s society.
• Consider the importance of grammatical accuracy in
today’s society.
KEY SKILLS
What words change the nature of the question in each?
In Chapters 2.2, 3.1 and 3.2 you will learn more about the You may have noticed that words like ‘identify,’ ‘evaluate’
features and characteristics of writing to explain, argue and
discursively investigate.
and ‘consider’ make a difference to how you should
respond to these tasks.
There are a number of command words and phrases like these that you will encounter while taking this course.
Review the table below to begin familiarising yourself with these.
Command word What it means

Analyse examine in detail to show meaning, and to identify elements and the relationship
between them
Assess make an informed judgement
Compare identify/comment on similarities and/or differences
Consider review and respond to given information
Contrast identify/comment on differences
Demonstrate show how or give an example
Describe state the points of a topic/give characteristics and main features
Develop take forward to a more advanced stage or build upon given information
Discuss write about issue(s) or topic(s) in depth in a structured way
Evaluate judge or calculate the quality, importance, amount or value of something
Examine investigate closely, in detail
Explain set out purposes or reasons / make the relationships between things evident / provide why and/
or how and support with relevant evidence
Give produce an answer from a given source or recall/memory
16
Identify name/select/recognise
Justify support a case with evidence/argument
State express in clear terms
Suggest apply knowledge and understanding to situations where there is a range of valid responses in order
to make proposals
Summarise select and present the main points, without detail
You may also come across phrases like to what extent, which encourage balance and evaluation.
KEY TERMS
TIP
Command words: terms that indicate how you are
Whether you are answering a reading or writing task, read
expected to respond to a question.
the question carefully to make sure you understand what
you are being asked to do. This will help you write a focused Qualifier: a word or phrase used to limit the meaning of a
response that satisfies the requirements of the task. word; it maximises or minimises the value of the word.
If a question asks you to examine an issue, but you only
state what the issue is, you would not be satisfying
the task required. Meanwhile, if a question asks you
to simply identify the main points of an issue, but you
analyse each point in detail, you will have wasted a lot of
time and energy!
Aside from command words, there are other words or E Choosing your approach to the
phrases that can help you understand the nature of the
question. Qualifiers like ‘always’, ‘ever’ or ‘only’ suggest, essay task
for example, that a grey area exists around the issue being The essays you write in this course will need to be drafted
discussed. These words are a reminder that the task may in the form of an argument. Depending on the question
require a consideration of multiple perspectives in your being asked and what you know about it, you will
response. Here are a few examples of questions that use structure your arguments in different ways. However, this
qualifiers to inform the approach you should take in your coursebook will share two basic approaches to writing an
response: argument that can help you develop your point of view on
an issue. These approaches include:
• Is colloquial language only appropriate in spoken
• argumentative
form?
• discursive
• Is slang ever appropriate in the workplace?
As you work through this course, remember to pay close Using a traditional (argumentative) approach
attention to the command words and qualifiers in each Depending on the essay topic you choose, you may have
question. These play a key role in how you shape your a clear point of view, or perspective, on the issue right
response. away. If this is the case, you might take a more traditional
Any of the command words or phrases in the list above approach to writing your argument in which you would:
might appear in a comprehension question. Here are • make your position clear in the beginning of the essay
some common question stems you might encounter as a • use a tone that indicates you have a bias towards the
reader in this course: issue
• Identify two pieces of evidence the author uses • develop a fair and logical line of reasoning to support
17
to … your position
• Explain briefly what the author means when she • show an awareness of views which are different from
says … your own.
• What do you think is meant by the reference to …
in paragraph …? Using a discursive (investigative) approach.
• In your own words describe the disadvantages of … What happens, however, if you do not have a clear position
• Analyse the relationship between the points made at the start of the essay? You will develop your position
in paragraphs … and … differently! In using an discursive approach, you would:
• Suggests reasons why … might occur. Justify • begin your essay by considering the many points of
your response by using evidence from the reading view that surround the issue, without showing bias
material provided. towards one
• Consider why the author chose to include … • carefully analyse each point of view
• Compare … against … • wait until the end of the essay to offer your position on
• Give at least two reasons why option … would not the matter, after all information has been examined.
work as the best solution to the problem.
KEY TERM
Any combination of these command words may appear at Perspective: a point of view or opinion about a problem,
any point to formulate both reading comprehension and situation or issue.
essay questions.
KEY SKILLS
So if I’m going to give a strong answer to this
Ignoring the perspectives of others can seriously impact the question, I think I’ll share my perspective on
quality of an argumentative essay by weakening both its logic traditional ways of conducting business because
and its credibility. See Chapter 3.1 for more information on I have a lot to say about it – I just need to make sure
how to use logical reasoning effectively. I acknowledge those who might disagree with me.
I can do that! I have a few thoughts on why video

Putting an essay question into your own words can help you conferencing can be better, or at least why people
understand the task and therefore make decisions about how think it is.
you will approach the essay. Read the following question:
I’m going to take a position on this topic!
Assess the benefits of video conferencing against
more traditional ways of conducting business.
Notice that Student B knows his/her position on the topic
Now look at the ‘train of thought’ of two students who are
right away, whereas Student A is not so sure. These two
deciding how to respond to this question:
writers will need to organise their ideas in different ways as
a result of how they feel going in to the issue.
Student A
ACTIVITY 3
It looks like I need to compare the benefits of one
form of communication over the other in order to A ‘think-aloud’ is a helpful mental strategy where learners
decide which one is better. say their train of thought aloud as it comes to them. This
is a useful way to organise your ideas. Complete the
Hmm … I like the idea of video conferencing because following think-aloud activity with a small group of no
it’s so convenient these days but meeting face-to-face more than five participants.
18
the traditional way is really important, too. For each of the essay questions 1–5:
a Put the task into your own words.
I can think of several, reasonable situations that support
b Think about what you know about the topic and how
both modes of communication, so it’s hard to say …
you feel about it.
If I’m going to give a strong answer to this question, c Decide which approach you would use if you were
I’ll need to sort through the evidence for both sides asked to respond to this question.
before I make a decision on this. d Justify your decisions where appropriate.
Choose an approach which best aligns with your knowledge
It’s settled … I’ll need to evenly investigate this topic and understanding of the issue. As long as you answer the
before I pass judgement! question in a way that thoughtfully and maturely addresses
the topic, your response will be on the right track!
Essay questions
Student B 1 ‘Minority languages still have value in the modern
world.’ Discuss.
It looks like I need to compare the benefits of one 2 ‘The textbook still has value in 21st-century society.’
form of communication over the other in order to What is your view?
decide which one is better. 3 To what extent are social media sites and/or blogs
only for entertainment and nothing else?
Well, I definitely think traditional methods for 4 Evaluate whether gaming should be considered a sport.
conducting business, like meeting in person, are 5 Assess the idea that an uncensored press is dangerous.
better than meeting online!
• an introduction that presents your main idea (thesis)

TIP
• several body paragraphs developing arguments related
Be aware that while guidance is given in structuring ideas,
to the main idea (thesis) and using appropriate evidence
there is no defined formula or required approach for writing
in this course. Your response is dependent upon the nature • a reasoned conclusion which should make a personal
of the question, the ideas and opinions you generate in judgement on the arguments rather than just
response to it, and the unique connections you make to tie summarising.
information together.
KEY TERMS
Shape: the way the writer organises writing to develop a

F Key elements of an essay point or provide information.
Thesis: a summary of the main idea, which makes the
intentions of an essay clear to the reader; this idea should be
supported by evidence during the course of the essay.
Evidence: the factual information that supports your
reasons; evidence may appear in the form of examples, data
(i.e. statistics), case studies, expert opinions or logic
The tone of an essay should match your purpose for

writing it. If you are writing to convince, for example, it
would not be appropriate to use an objective tone.
The shape of your essay will also depend on your intentions.
For example, if you are writing about the problems associated
with grammar and modern text messaging and how this
could be resolved, the body of your essay might consist of a 19
list of problems, each followed by a possible solution. This
would effectively convey this information.
The sections that follow briefly introduce the standard
key components of an essay (introduction, body and
conclusion). They also explain how the tone and shape of
your essay can change depending on the approach you
take. Later, in Chapters 3.1 and 3.2, you will learn about
these components in more detail.
Constructing an essay requires several key components,
which provide a scaffold to support the essay’s conclusion. The introduction
In the past, you may have learned how to write essays that No matter how you approach your essay, the basic
explain a process or an idea through the development of components of your introduction will remain largely
details and examples, often referred to as an expository the same. The following may be a useful reference for you:
essay. In Cambridge International AS Level English
Key features of an introduction
General Paper essays, you will be writing arguments as
opposed to explanations. Unlike responses to reading, An introduction may, in any combination:
your essays will take up several pages, ranging from 600 • introduce the topic by using key words from the
to 700 words in length, so it is important to learn different essay question
ways to structure your ideas. Specifically, this coursebook • briefly consider possible meanings of the question
will teach you two different ways to frame an argument: before settling on your definition of terms
argumentatively and discursively.
• determine the scope of your essay
While argumentative and discursive essays may differ • explain why the issue matters or why it is worth
considerably in tone and shape, they share elements that reading about now (context)
are common to any essay. Specifically, each argument
• present the main idea of the essay (thesis).
should include:
KEY TERM KEY SKILLS
Context: the circumstances and information you need to Unit 3 explores argumentative and discursive approaches to
know in order to fully understand an issue. essay-writing in depth.
No matter which approach you choose, you could start

either essay in a similar way: by briefly introducing the
topic and establishing its importance to the reader.
However, once you do this, you will need to make more
significant changes to your thesis, which is what sets the
tone of your essay.
ACTIVITY 4
Read the introductory paragraphs below, each of

which begins a response to the following essay question:
Banksy, an anonymous graff iti artist known for his satirical In today’s society, to what extent does the use of
street art, uses his work as a form of expression regarding accurate grammar still matter?
serious political and social views. To understand a piece
of street art by Banksy, it is essential to know the larger With a partner, or as a whole class, consider the
following:
context surrounding the issue in focus.
1 In what ways are these introductions similar?
KEY SKILLS 2 How are they unique?
3 How would you describe the tone of each?
20 Strategies for establishing context are explained in
4 What seems to be the writer’s intention for each? How
Chapter 2.1.
do you know?
When writing essays in this course, you will be expected

to use logic to reason through the topic or issue. As you
Introductory paragraph 1
have learnt, one way to do this is by taking a clear position
In a modern world, where digital tools like email,
and defending your argument. If you aren’t sure how you
texting and social media platforms are always
feel about the issue, however, you can choose a more present, it might seem as though the rigid structures
discursive approach by weighing multiple arguments of formal grammar are no longer important in our
surrounding the issue before arriving at a judgement. day-to-day communication. The high-speed nature
For example, depending on how you feel about the of text messaging often leaves out punctuation like
question, you might: apostrophes and commas; and the brevity of Twitter
forces us to be creative with this system which uses
• argue in favour of the topic few words. Despite these short cuts which we consider
• warn about its dangers or criticise its problems digitally acceptable, accurate grammar is still a
necessary part of our modern world. Whether spoken
• explore fairly the benefits and risks associated with it
or written, good grammar is directly associated with
• invite the audience to consider the issue with you via professional credibility and trust, so being accurate still
unbiased discussion. matters when communicating today.
ACTIVITY 5
Introductory paragraph 2
Today’s technology helps businesses communicate On your own, practise writing a thesis statement by
through digital tools like email, texting and social selecting an exam-style essay question from the list at
media platforms. Social media is essential for the end of this chapter. Use the previous guidelines to
marketing and team collaboration tools like Asana help you through this process.
are crucial for encouraging productivity and meeting
deadlines. While content can be more important than When drafting your thesis statement, the main rule to
form when using these applications, co-workers and
remember is that you should avoid a long list of reasons.
consumers alike expect the use of accurate grammar
Read the following example and think about why this
in the business setting as well. Therefore, depending
approach is problematic.
on your audience and purpose, accurate grammar may
be necessary when communicating in today’s business
world, though not always. In today’s society, the use of accurate grammar is
still necessary because it builds credibility, upholds
academic values, ensures clear communication,
We will now look in detail at the key features of an
maintains traditional systems, and makes the world a
introduction.
better place.
Thesis statements
The thesis statement is a one-sentence summary that Having too many ideas listed in a row makes this thesis
expresses the main idea of your essay. You can always sound awkward, too long or even disjointed. In fact, it
amend this statement later if the direction of your may prove more useful to offer a broader thesis to start
essay shift s, but having a draft of it at this stage helps with, then tighten your thesis by the conclusion, once
immediately to structure your essay. all evidence has been considered. Read the example
thesis statements below, which do not list specific 21
A thesis statement makes your intentions clear to the
reasons but still clearly communicate the main idea of
audience and sets the tone for how you plan to treat the
the essay.
issue. It also gives your essay a clear focus. Everything you
write in your essay will relate back to this claim and its Argumentative thesis
intentions. This makes it the most essential component of
any introduction. While some people claim that accurate grammar
is no longer necessary in a digitally driven era,
Depending on the style of essay, every thesis is different, it still serves a very important purpose in the
but here are some general rules to remember when professional world.
drafting a thesis statement.
Guidelines for drafting a thesis statement Discursive thesis
A thesis statement: Accurate grammar still matters in modern

communication, though not always.
• uses the same terms as the essay question
• serves as the guide for all reasons and evidence to KEY SKILLS
follow in your essay
• is a one-sentence summary of your essay’s Notice how these thesis statements are different in tone. A
discursive thesis statement in the introduction usually has
content
a less urgent tone than an argumentative one, for instance
• may change as your essay takes shape (i.e. you (see Chapters 3.1 and 3.2 for more information on these
can change the wording of your thesis later or differences).
make it more specific when you revisit it in the
conclusion).
Defining terms and setting limits

TIP As you introduce the topic for your reader in the
If an essay question asks about ‘you’ or ‘your’ country/region/
introduction, you should define key words from the question
world, it is acceptable to use ‘I’ or ‘me’ in the introduction
and/or conclusion. However, it is not necessary to use ‘I’ in
and indicate what limits you will place upon them (see
the body of your essay because your evidence should take Chapter 2.2 Section E Deconstructing questions for more
precedence over your opinion. As a general (prescriptive) information on setting limits to your essay). For example, the
rule, phrases such as ‘I think’ or ‘I feel’ should also be concept of accurate grammar might need clearer definition.
avoided. Although these are grammatically correct, they can
affect the strength (force) and credibility of your message. How might you define some of the other words in the
question, such as what is meant by today’s society? Does
today’s society refer to your immediate environment /
Look back at the practice thesis you wrote for Activity 5.
geographic location (e.g. the US state of Florida, Malaysian
Do you now want to make any changes? Remember,
society, in the East or West), or does it invite a broader
however, that there is no single ‘right answer’ to this task,
interpretation (e.g. 21st-century, global society)?
though you should make sure your thesis ideas are:
It is important that you define any key words in your
• clear
introduction to stop your readers from making assumptions
• connected of their own. This can avoid the potential for confusion.
• easy for the audience to follow.
The next step is to set limits to your essay. If you were in
Writing your thesis statement first can make it easier to an exam situation, for example, you would be allowed
develop the rest of the introduction around it. In other words, only 1 hour 15 minutes to write your essay. If you were
now that you know what your main point is, you might be in responding to a question asking you about the extent to
a better position to explain the context and define terms. which modern communication brings us together, you
would hardly be able to address every form of modern
The thesis statement is a feature that is specific to communication we use today! And even if you did, it would
22 the introduction. However, the other features of the not be possible to do so in much depth. Instead, you would
introduction are not a sequence of individual steps, as with need to narrow the range of coverage to address a few
the thesis. Nor are they a checklist to follow in any particular selected sub-categories within ‘modern communication’:
order. Instead, these elements often merge or overlap with
each other. For example, you could introduce your topic to Modern communication can encompass a range of
the audience and explain why it matters at the same time. mediums, from emails to text messaging, and even
social media posts. This essay will address video
Introducing the topic conferencing exclusively, and the extent of its ability
Introducing the topic is the easiest step in writing an to bring us together.
introduction because you can use the key words from the
essay question to help you start. Do not feel that you are Taking time to make decisions like this may help you to
being lazy or unimaginative by using these words – they can find just the balance you need to address the topic in a
be helpful by reminding you to focus on the task. For example, lively and engaging way, within a time limit.
the essay question that we have been considering is:
Giving a sense of ‘why this topic matters’
In today’s society, to what extent does the use of In other writing, you may have been instructed to provide
accurate grammar still matter? a ‘hook’ in the introduction to your essay, to grab the
reader’s attention and encourage them to read on. There
So you might find it helpful to use some variation of the are several common ‘attention-grabbing strategies’. For
following key words in your introduction: example, you could try starting with:
• accuracy • a well-known quotation
• grammar • some persuasive data
• still matters / doesn’t matter • a familiar reference
• today’s society. • a hypothetical scenario.
When used well, these strategies can be effective in When using past-to-present development as your hook, it is
engaging your audience. important to establish the time frame, but take care in
doing this. Students commonly use opening statements
In this section, however, you will explore a different
such as, ‘since the dawn of man’ or ‘since primitive times’ to
strategy for grabbing the interest of your audience. If
show how something came to be, but going back this far is
your audience members are going to invest the time in
probably unnecessary. Instead, think about when the topic
reading your essay, they want to be assured that there is
became relevant in contemporary society.
something worthwhile to gain from it. By establishing
a case for why a topic/issue is important, you will give
your readers a reason to continue reading. Otherwise, Local-to-global significance
they might not bother reading your essay because of your Another way to keep the attention of your audience
failure to present the prima facie for reading it. is to emphasise the global significance of your topic.
If you can show how this issue matters to everyone,
DID YOU KNOW? everywhere, members of your audience are more likely
to want to know more about it. This strategy also allows
Prima facie is an expression from the Latin language you to consider your topic from different viewpoints, where
meaning ‘at first sight’. In modern English, it might be possible, rather than just from your own local perspective.
best translated as ‘at face value’. In most democratic
courts of law – both civil and criminal – significant
evidence to support a case must be given at the start. If ACTIVITY 7
not, the case may be dismissed.
Return to the thesis statement you wrote earlier for
Activity 5. Using the skills and strategies you have learnt
We will now look at two ways of explaining why your essay in this section, practise drafting your introduction. When
topic is valuable, which is also part of developing context. you have finished, look at how you have incorporated
Keep in mind that, because of the timed nature of the writing the key features of an introduction described earlier in
task, this is meant to be a brief part of your introduction. this section. 23
Past-to-present development
Ask yourself: when did the issue first start and how has The body: supporting your thesis
it changed since then? How can you illustrate its recent
The body of an essay contains information that supports
development or the momentum it has gained? You should
an essay’s thesis, or main claim. Specifically, it will add two
explain to your audience the growing need to understand
new important elements to your essay:
this issue. Why now? If you can show how the issue is
relevant to them, your readers will be more likely to listen • reasons to support the thesis
to what you have to say. • evidence to support the reasons.
ACTIVITY 6
KEY TERM
Which of the following past-to-present opening lines is Evidence: the factual information that supports your
more effective and why? Discuss with a partner. reasons; evidence may appear in the form of examples, data
(i.e. statistics), case studies, expert opinions or logic.
Technology has existed since the Neolithic Era
when metal tools became widespread, and its
Evidence is especially important because an audience
progress over time has led to major advances in
expects proof if they are going to believe someone
the way we communicate.
else’s ideas and/or opinions. Meanwhile, ‘empty claims’
(statements for which there is no evidence) generally do
not make a good impression on an audience.
Once companies like IBM and Apple coined the
term ‘smartphone’ in the early 1990s, it was clear that In any argument, evidence can present itself in a number
communication would never be the same again. of ways: through exemplification, as data, or in the form
of a case study, a testimonial or informed opinions from
credible stakeholders (see Chapter 2.2 Section C Generating

ideas for your essay). Remember that you will be expected
to provide evidence to support your points in both the
writing and reading comprehension tasks in this course.
KEY SKILLS
The body (support) paragraphs of an essay contain several

reasons and evidence. See Chapter 3.1 to find out what
other elements are needed in the body paragraphs of an
argumentative essay so that it achieves its purpose to argue.
The way you organise the body of your essay is essential

to a logical response. No matter what type of argument
you are writing, you should present supporting ideas in a
way that is clear and easy to follow. Points should connect Social rights activist and former South African President
logically and follow on from one paragraph to the next. Nelson Mandela led his country out of apartheid. Mandela
is well known for the eloquence of his 1964 speech to the
Activity 8 continues to address the same essay topic as the
courts in Pretoria, which had accused him of sabotage.
introductory paragraphs did:
His skilful use of words also helped him attract positive
publicity for his cause in his autobiography, Long Walk to
In today’s society, to what extent does the use of
Freedom, which he wrote while still in prison.
accurate grammar still matter?
ACTIVITY 8 Body paragraph 2: discursive

24 Depending on the medium, accurate grammar may
Depending on your approach, body paragraphs will serve or may not matter when communicating online. If,
different purposes. Read the sample paragraphs that follow. for example, a student needed to email a professor
1 Compare the tone and shape in each example. regarding a homework task, the letter would likely
2 Discuss how each example achieves its aim of taking be formal, including a proper greeting, complete
a position or investigating objectively. sentences and a closing, followed by the writer’s
full name. If this same individual were writing to
a professor via Twitter, however, the circumstances
would immediately change: tweets aim to use as few
Body paragraph 1: argumentative
words as possible to convey a message, and they often
Although it is still possible to communicate despite contain creative abbreviations and spellings. The email
errors, political leaders especially can harm their own might read:
credibility by ignoring accuracy in grammar. When
Dear Professor Marks,
former United States President George W. Bush asked
of the education system: ‘Is our children learning?’, the For the weekend homework, do we need to hand
audience certainly knew what he meant, but this slip in the original article used when writing our
damaged his position as an authority in the matter; it summary?
challenged his credibility as a chief decision-maker for Thank you, in advance, for responding.
education. Meanwhile, national leaders who use words Sincerely, John Doe, Period 6 English
deliberately can have a lasting impact on their audience.
Alternatively, a tweet might read:
In fact, political activists like Nelson Mandela and
orators like Winston Churchill successfully influenced @prof_marks, 4 wknd hmwk, do we need 2 include
civil movements and wars, respectively, just by using article? Th x! #pd6eng
stylised grammar to improve their rhetoric. Clearly, Both are accepted by the professor as appropriate. Since
we might be free to relax our grammar as we wish, situations like these are common in the digital era, it
but our specific attention to it can make a long-lasting appears that accurate grammar still matters, but it is
difference on the sociopolitical landscape. largely dependent upon context.
During Activity 8, you may have noticed the following Maintaining focus
points in each of the paragraphs: Using key words from the essay question is a useful
• The argumentative paragraph uses concrete examples strategy for getting started and establishing the focus of
to support the claim being made. However, since your essay. Using these terms consistently throughout the
the aim is to convince the reader, the writer uses body of your essay can help you keep ideas connected.
contrasting examples and changes tone in order to The use of key words can be helpful:
favour one example over the other. • when introducing a new reason to support
• In the discursive example, both points of view are the thesis
mentioned just as they are in the argumentative • after evidence is presented, to connect it back to your
paragraph. However, the writer does not place thesis.
emphasis on one side over the other. Instead, the
discursive approach uses a more unbiased tone, Avoid overusing these terms, however. Complete Activity 9
considering each side equally without yet making a to better understand why a fresh expression of ideas is
judgement. necessary.
The following list may be a useful reference for you: ACTIVITY 9
Key features of a body paragraph Look at the two different drafts of responses to the essay
question:
A good body paragraph:
• stays focused on the thesis, without digressing How far do you agree with the notion that
• makes reasons clear wordless music is meaningless?
• offers evidence to support reasons With a partner, discuss whether Student A or Student B
• uses transitions to show relationships among uses the words from the question most effectively to 25
ideas within a paragraph maintain focus. Give reasons for your choice.
• uses transitions to connect ideas from one

paragraph to the next.
Student A
KEY TERM Wordless music is very valuable in many
circumstances. A popular place where wordless
Transitions: words or phrases that connect one idea to music exists is in movies. Wordless music
another, e.g. however, in addition, likewise, for example, in fact. completes a movie. Without a soundtrack, a
movie wouldn't be as intriguing, but it needs to
be wordless so you can hear the characters. The
Body paragraphs will be structured differently, depending
first known use of wordless music in a movie
on the choices you make when planning your essay. surfaced in Paris when the Lumière family played
In the next sections, you will learn more about the their piano at screenings of their own films at the
following key strategies: Grand Café in Boulevard de Capucines in 1985.
Within a few months, several London theatres
• maintaining focus embraced wordless music and incorporated
• using topic sentences and transitions orchestras to add quality to their film. Today,
• linking evidence to claims. musical directors across the globe are winning
awards for their wordless approach to music in
movies, thus demonstrating its value and meaning
KEY SKILLS
just like music with words.
These strategies for writing body paragraphs can also help
you respond to other types of writing tasks in this course.
Your response to comprehension questions should also
demonstrate the qualities of focus and organisation, for
example, while making the relevance of your evidence clear.
Each time you introduce a new reason to support your

Student B thesis, the topic sentence should be used to make
Music without words is very valuable in many this clear to the reader. Without a signal, the audience
circumstances. A popular place where wordless music may lose their way and miss the connection to your
exists is in movies. Background tunes complete a movie; next point.
without a soundtrack, a movie wouldn't be as intriguing.
The first known use of music in this way surfaced in Paris KEY TERM
when the Lumière family played their piano at screenings
of their own films at the Grand Café in Boulevard de Topic sentence: a sentence that identifies the main idea of
Capucines in 1985. Within a few months, several London the paragraph.
theatres embraced the same approach and incorporated
orchestras to add quality to their show. Today, musical
directors across the globe are winning awards for Topic sentences should also use transitions to connect
instrumental pieces in movies, thus demonstrating both your thoughts. These transitions can be used to indicate:
value and meaning in music without lyrics. • comparison/contrast
• cause/effect
Using topic sentences and transitions • conclusion.
Topic sentences have an important purpose – to guide The following table provides lists of transitional words
the reader through the main points of the essay. and phrases that are useful for indicating relationships
In your topic sentences you should: between ideas.
• clearly state your reasons

• use transitions to show how your ideas relate.
26
Exemplification Addition/ Contrast/ Emphasis/ Concession Qualification

similarity limitation intensification
in particular in addition yet indeed but even so almost
specifically additionally however of course however never
as an illustration furthermore in contrast without doubt but still always
another key point moreover on the other hand in fact nevertheless sometimes
the most besides on the contrary undoubtedly nonetheless occasionally
compelling in similar fashion at the same time by all means though/although in part
evidence likewise in spite of / certainly notwithstanding maybe
notably also despite surely be this as it may frequently
including similarly even so more importantly admittedly rarely
such as equally important in reality above all else albeit although
namely coupled with but still besides despite perhaps
in fact not only … but unlike truly in spite of nearly
to demonstrate also while remarkably this often
to explain comparatively albeit regrettably granted likely
for instance even though / regardless of
for example although
considering alternatively
regardless
whereas
conversely
When used appropriately, transitions act as effective • What does this evidence/example imply?
signposts for the reader. If they are overused, however, • What are the consequences of thinking this way or
they can become a distraction. One way to avoid the looking at a topic/issue this way?
overuse of transitions is to make them invisible. Instead
• You have just described what something is like, or how
of relying on words like those in the list above, seamless
you see it, but why is it like that?
transitions (i.e. smooth transitions without obvious
connecting words) use the concepts within the essay • You have just said that something happens – so how or
itself as a link from one thought to another. This is why does it happen? How does it come to be the way it is?
demonstrated in the activity that follows. • How is this idea related to the reason you gave in
support of your thesis?
KEY TERM • Does it truly support your thesis? If so, how does it do
that despite what others might think?
Seamless transition: a movement from one idea to
another without the use of standard transitional words
or phrases (examples of standard transitional words and KEY SKILLS
phrases are in addition, furthermore, meanwhile).
Chapter 3.1 will go into greater depth on linking claims,
reasons and evidence.
ACTIVITY 10
The following list may be helpful in linking your evidence
Read the first essay in Chapter 2.1 Section D Using to your reasons and/or thesis:
expository skills in an argument, which concerns the purpose
of cartoons. In the topic sentence of each body paragraph,
Words and phrases for linking evidence to your point
identify the concepts the writer uses to seamlessly
transition from the ideas in one support paragraph to the confirms affirms indicates
next. Be prepared to share your observations with the class.
attests to is congruent to relates 27
connects correlates associates

Linking evidence to claims
shows is evidence of signifies
No matter what style of essay you are writing, the body
paragraphs should always contain a combination of demonstrates corroborates testifies
reasons and evidence. Evidence is only relevant, however, pertains to applies aligns
if it has a clear connection to the main claim, or thesis.
allies with equates to/with clarifies
The best way to make this connection for the readers is by
talking them through it. This commentary is called ‘output’. exhibits is evidenced in
KEY SKILLS ACTIVITY 11
Look back to Chapter 1.1 for a review of ‘input’ and ‘output’. Return to the introduction you wrote earlier in this chapter.
Using the strategies you have learnt in this section, draft
one or two body paragraphs to follow your introduction.
‘Output’ can improve your response because it helps you to
Refer back to the key features of a body paragraph earlier in
justify that your ideas are relevant. Keep in mind, though, that this section.
you should not just put a phrase like ‘… and this is why X is
relevant to Y’ at the end of each paragraph. This is not usually
enough to make the connection clear. Your commentary
needs to be point-specific in order to be meaningful. The conclusion
Here are some questions to keep in mind that will help you Despite the common assumption, the conclusion of your
to link evidence to your point: essay is much more than a re-statement of your points.
Instead, it is an evaluation of the evidence you have
• Why is this information important? Why does it matter presented. The insights you offer demonstrate your ability
in light of the question? to think critically.
The conclusion is usually one paragraph in shorter essays ACTIVITY 12

like the ones you will write in this course; however, if
complex solutions are presented, it can extend to more 1 Review the list of evidence below in response to the
than one paragraph. The following list may be a useful following essay prompt:
reference for you:
How far do you agree with the idea that wordless
Key features of a conclusion music is meaningless?
A good conclusion: 2 Based on the evidence and your own perspective,
• signals the end of the essay what kind of conclusion would you draw about
wordless music? Take some time to discuss this with a
• restates your thesis partner or with the whole class.
• draws conclusions about the issue based on the
evidence you presented
• offers fresh new ideas, insights or alternate ways of Evidence
thinking as a result of the input you shared
A strong conclusion may also: 1 Ludwig Van Beethoven’s music has affected the lives
of many people for over 200 years; pieces like Für
• consider implications and consequences of Elise, the ‘Moonlight’ Piano Sonata and the Fift h
accepting or denying your position Symphony are all in the top 100 masterpieces of
• offer solutions and/or make value-based classical music today, yet they contain no words.
judgements when appropriate. 2 Background music in movies is essential for
building intense or dramatic scenes, hinting at
character or other instances of foreshadowing,
and developing emotion in the audience; the
28 TIP Golden Globe Awards offer a category for ‘best
While it is acceptable to use transitions like ‘in conclusion’ instrumental’.
or ‘to summarise’, there are other, more subtle ways to 3 Country music is known for its clever storytelling;
signal closure in the final paragraph(s) of your essay. Try without words, songs such as Patsy Cline’s ‘I Fall to
experimenting with the following alternatives: Pieces’ would not be as effective in demonstrating
• clearly • it appears that her feelings of sadness.
• evidently • the evidence seems to suggest
• apparently • after considering 4 Rhythmic beats of tribal Africa are often used in
• therefore • a closer look reveals. religious ceremonies (e.g. traditional drumming in
Ghana).
5 Rap music is known for its frank and open style of
The conclusions you draw offer your perspective
storytelling; songs often reveal a hard and painful
after careful analysis of the issue, so your personal life that not everyone experiences.
view should be evident. However, be careful not to
6 According to the Center for New Discoveries in
let personal biases dominate. If your insights aren’t a Learning in California, USA, listening to wordless
reflection of the evidence, they may not be relevant! music with 60 beats per minute (e.g. music by
No matter how you feel (emotionally) about the issue Mozart) can increase learning potential; activities
by essay’s end, take care to provide a logical response that activate both the left and right sides of the
to the information you shared. brain, such as playing an instrument, can make the
brain more capable of processing information.
KEY TERMS
Reflection: a thought, idea or opinion formed after careful

KEY TERM
consideration of information or experience.
Relevant: directly related to the issue being discussed. foreshadowing: a literary device in which the writer hints at
what is going to happen, so that the reader can predict what
is to come.
Activity 12 will help you understand the importance of
drawing relevant, evidence-based conclusions.
difference between conclusions from different types of

arguments.
ACTIVITY 13
Read the two sample conclusions, which address the

question:
In today’s society, to what extent does the use of

accurate grammar still matter?
With a partner, discuss the similarities and differences

between them.
Conclusion 1: argumentative
Clearly, there is a link between good grammar

Beethoven wrote some of the most iconic and popular skills and professionalism. Good grammar
music in the Western musical tradition, but much of it does still plays an important role in how we build
not use any words. relationships and how we present ourselves to
others, particularly in the business world. Although
it may be true that our attitude toward grammar
Passing judgement
is changing because of technological progress, a
Whether you write your essay using an argumentative professional approach to the way we speak is still
approach or a discursive one, you will need to have expected. And while it is true that speech can
offered a clear perspective on the issue by the 29
depend on context, there is no denying that the
conclusion. Perhaps you are wondering, however: words we use communicate our level of respect for
if a discursive essay is supposed to explore both sides our audience. Therefore, good grammar should be
of the issue objectively, why would it choose one side in used in every situation because good grammar is
the end? certainly good for business.
A writer might not yet have a firm perspective on an

issue at the start of this kind of essay. However, after
genuinely exploring the issues in the body paragraphs, Conclusion 2: discursive
the discursive writer has an obligation to the audience Clearly, the ways we communicate with one another
to make a decision in the closing paragraph. In fact, will continue to evolve in the digital era, and the
your audience expects you to give your own evidence- traditional rules of grammar are bending with each
based opinion at the end because it helps them turn we take. Accurate grammar can be a powerful
challenge or validate their own. If you do not offer your tool in formal contexts, such as on the political stage
perspective, you may risk your credibility as a writer. or in the professional world, and it establishes our
In addition, the essay task requires you to write an credibility to an audience that is sometimes sceptical.
argument, and arguments require position-taking at However, in a world where texting and abbreviation
some point. are the norm, our language is not necessarily wrong
if grammatically inaccurate. It therefore appears that
Until you arrive at that judgement, however, the to keep up with the present, where we are willing
tone of your conclusion will continue to reflect your to sacrifice form for content, grammatical accuracy
initial approach. If you broach the topic objectively shouldn’t matter as much today as it traditionally has
to start, for example, your conclusion will not take in the past.
on a biased tone until you have made your decision.
Activity 13 will help you to better understand the subtle
KEY SKILL
Conclusion:
You can find further help on how to write an effective  Signal ending (purple)
conclusion in Chapters 3.1 and 3.2.
 Freshly restate thesis (yellow)
 Offer new insights based on evidence presented
Review of key elements (underline)
 Look to the future and consider consequences
Now that you have been introduced to the foundational
(indicate with asterisks)
elements of an essay, it is useful to look at a complete
 Provide closure (use brackets to indicate)
sample essay to see how all these elements contribute
to the whole. By deconstructing the elements of an
essay, you will be able to offer more quality feedback to G Benefits of critical reading
your peers and it will eventually help you to self-evaluate
Think back to the wide-ranging list of possible essay topics
your own work. Your ability to identify the key elements
for the Cambridge International AS Level English General
of an essay will enable you to share suggestions
Paper in Chapter 1.1 Section D Syllabus outline. There may
for revision that stretch beyond grammatical
have been some that you found interesting, but there were
considerations.
probably others that you did not. Ask yourself why you did
ACTIVITY 14
not like some of the topics.
For example, if you were uninspired by a subject like Rural
Turn to Chapter 2.1 Section D Using expository skills in an and urban concerns, perhaps this is because you do not
argument and locate the same essay you read for Activity
know very much about it. Reading as widely as possible
10 in this chapter, which discusses the purpose behind
will play a crucial role in helping you build your knowledge.
cartoons. Make a copy of the essay and complete the
following tasks using multi-coloured highlighters/pens (or The more you read, the more choice you give yourself
an alternative set of annotations) and the checklist below. when selecting essay questions.
30
1 Identify the basic elements of an essay. Seeing how others share their ideas in written texts can
2 Consider what the essay does well and where it could help you communicate your own. This combination of
be improved. knowledge and ‘know-how’ (skills) will help you write
3 Note your observations in the margin. successful and engaging essays. Being a critical reader is
therefore an important step to becoming a critical writer.
Be prepared to share your observations with your
teacher and the class.
TIP
When a question asks for an answer ‘in your own words’,
Checklist you are expected to use the information in the material to
develop ideas for your answer. However, your answer should
Introduction: avoid including any quotations from the material.
 Introduce topic (blue)

 Provide context (use brackets to indicate) Read the article ‘Why we must save dying tongues’, which
 Define scope / interpret key terms (green) is about the danger of losing minority languages. After
reading the article, answer the exam-style questions.
 Thesis (yellow)
Body:
 Use key words from the question (yellow)
 Provide reasons and explanation (pink)
 Provide evidence to support reasons (orange)
 Use transitions to link ideas (purple, use pink
arrows to indicate seamless ones)
 Connect evidence back to reason and/or claim
(black arrows)
Why do you think minority languages are worth saving?
WHY WE MUST SAVE DYING TONGUES

Over the past century alone, around 400 Canada are endangered,’ says Peter Austin, a
languages – about one every three months professor of Field Linguistics at the University
– have gone extinct, and most linguists of London. ‘Even a language like Navajo, with 45
estimate that 50% of the world’s remaining thousands of speakers, falls into that category
5 6,500 languages will be gone by the end of because very few children are learning it.’
this century. Today, the top ten languages
If measured in proportion to population,
in the world claim around half of the world’s
however, then Australia holds the world record
population. Can language diversity be preserved,
for endangered languages. When Europeans 50
or are we on a path to becoming a monolingual
first arrived there, 300 aboriginal languages were
10 species?
spoken around the country. Since then, 100 or
Since there are so many imperiled languages, it’s so have gone extinct, and linguists regard 95%
impossible to label just one as the rarest or most of the remaining ones as being on their last legs.
endangered, but at least 100 around the world Just a dozen of the original 300 are still being 55
have only a handful of speakers – from Ainu in taught to children.
15 Japan to Yaghan in Chile. It can be difficult to
But does it matter whether a seemingly obscure
find people who speak these languages, too.
language spoken by a few people in one isolated
One such case is Marie Smith Jones, corner of the world goes out of existence?
who passed away in Alaska in 2008, taking
Some people argue that language loss, like 60 31
the Eyak language with her. Or, in the case of the
species loss, is simply a fact of life on an
20 pre-Columbian Mexican language Ayapaneco,
ever-evolving planet. But there are many
the last two surviving speakers refused to talk
counterarguments. According to Mark Turin, an
to each other for years. Without practice, even
anthropologist and linguist at Yale University,
a native language will begin to degrade in the
‘We spend huge amounts of money protecting 65
speaker’s mind.
species and biodiversity, so why … shouldn’t
25 Languages usually reach the point of crisis [language] be similarly nourished and protected?’
after they are displaced by a socially, politically
What’s more, languages are conduits of
and economically dominant one, as linguists
human heritage. Writing is a relatively recent
describe it. In this scenario, the majority speaks
development in our history (written systems 70
another language – English, Mandarin, Swahili
currently exist for only about one-third of the
30 – so speaking that language is key to accessing
world’s languages), so language itself is often the
jobs, education and opportunities. Sometimes,
only way to convey a community’s songs, stories
especially in immigrant communities, parents will
and poems. The Iliad was an oral story before
decide not to teach their children their heritage
it was written, as was The Odyssey. ‘How many 75
language, perceiving it as a potential hindrance
other traditions are out there in the world that
35 to their success in life.
we’ll never know about because no one recorded
them before the language disappeared?’ Austin
Endangered tongues
says. Without language, cultures themselves
For these reasons and others, languages might teeter, or even disappear. 80
are dying all over the world. Unesco’s Atlas of
the World’s Languages in Danger lists 576 as Wealth of wisdom
40 critically endangered. The highest numbers
Minority languages contain an accumulated
occur in the Americas. ‘I would say that virtually
body of knowledge, including geography,
all the [minority] languages in the US and
zoology, mathematics, navigation, astronomy, away from them; uphill or downhill. It’s a much 105
85 pharmacology, botany, meteorology and more. more precise way of dealing with the world
In the case of Cherokee, that language was than English. ‘There’s a misconception that
born of thousands of years spent inhabiting these languages are simple just because many
the southern Appalachia Mountains. Cherokee are unwritten,’ Turin says. ‘But most have an
words exist for every last berry, stem, frond incredibly complex grammatical system that far 110
90 and toadstool in the region, and those names exceeds that of English.’
also convey what kind of properties that object
might have – whether it’s edible, poisonous Scramble to save
or has some medicinal value. ‘No culture has For all of these reasons, linguists are scrambling
a monopoly on human genius, [so] we never to document and archive the diversity of quickly
95 know where the next brilliant idea may come disappearing languages. Their efforts include 115
from … we lose ancient knowledge if we lose making dictionaries, recording histories and
languages.’ traditions, and translating oral stories.
Finally, languages are ways of interpreting the But as a Cherokee elder notes: ‘It’s all well and
world; different languages provide unique ways good that y’all want to do this, but remember,
100 to think and problem-solve. Because of this, they they didn’t take it away overnight, and you’re not 120
can provide insight into neurology, psychology going to get it back overnight.’
and the linguistic capacities of our species. For
instance, speakers of Cherokee can use different Abridged and adapted from an article
suffixes to indicate whether a noun is toward or by Rachel Nuwer, BBC, June 2014
32
TIP TIP
Consider the number of marks shown in brackets after each Prose comprehension texts usually include line numbers in
question below. This will help you decide how long each the margin, and questions may direct you to specific parts of
response should be. the text using these line numbers.
EXAM-STYLE QUESTIONS 1
This activity will introduce you to the types of languages? Using evidence from the text and your
comprehension questions you will meet in this course. knowledge of the present day, justify your answer. [8]
Answer questions 1–5. 5 (i) Explain the meanings of the following words as
1 From the text, give two reasons why languages are they are used in the text. You can write your answer
lost. [2] as a single word or a short phrase. [3]
2 In no more than 50 of your own words, summarise imperiled (line 11)
Rachel Nuwer’s arguments for wanting to preserve degrade (line 23)
dying languages. [5]
teeter (line 80)
3 Why do you think parents decide not to teach their
(ii) Use the words in three separate sentences to
children their heritage language? In your own words,
illustrate their meanings as used in the text. Your
explain why families are likely to perceive it as a
sentence content should stand apart from the
hindrance (line 34). [4]
subject matter of the text. [3]
4 In your own opinion, what do you think is the
Total marks: 25
most important reason why we should save dying
KEY SKILLS
Look ahead to Chapter 1.3 to learn more about the other

type of comprehension questions you will meet in the
course, which require you to use logical reasoning to show
your understanding.
H Practising what you have learnt

Now you have worked through this chapter and
considered each part of the writing process, it is time to
write your own essay.
This essay will help you and your teacher to assess the
strengths and weaknesses of your writing. You can return
to this essay later in the course to help you assess your
progress.
EXAM-STYLE QUESTIONS 2
Read the list of essay questions and decide which topic Essay questions
area you would like to write about. Then write an essay that 1 To what extent does modern communication bring us
demonstrates an understanding of the basic essay elements together? [30]
outlined in this chapter. You may use knowledge gained
2 ‘Schools should be teaching computer coding, not
from this chapter and/or you can use your own knowledge
handwriting.’ What is your view? [30]
to support your ideas. 33
3 To what extent is social media the preferred mode of
Remember to take into account:
communication in today’s society? [30]
• purpose
4 Which do you prefer and why: the written or spoken
• audience word? [30]
• register. 5 Argue the benefits of digital communication against
You should also remember to think carefully about: more traditional methods. [30]
• what the question is asking 6 In advertising, how valid is it to say that visual images
do more to communicate than words? [30]
• what specific knowledge or information you need to
support your ideas or views 7 ‘Today’s era can be explained in two words: digital
overload.’ What is your view? [30]
• the kind of approach you need to take in order to
8 Explain and evaluate the appeal of medical technology
effectively express the ideas you have in mind.
as it applies to your society. [30]
You have 1 hour 15 minutes to draft your essay. Don’t 9 ‘We are as we speak.’ Discuss this view. [30]
forget to allow yourself time at the beginning to generate
10 How far would you agree that dance is a form of
and plan your ideas, and at the end to check your work
communication? [30]
for errors.
ACTIVITY 15
Swap essays with a partner. Using the Criteria for assessing an essay in Chapter 1.1 Section E Expectations
and assessment, decide whether your partner’s essay is:
• effective
• adequate
• developing.
Point out specific examples that justify your decision.
Summary
■ When you communicate, it is important to consider the purpose of your message and who
your intended audience is. This will help you decide whether to use a formal or informal
communication style.
■ In this course, you will be writing for an academic purpose. You should therefore always use an
appropriate formal style and tone of communication in order to be taken seriously by your audience.
■ It is important to read the question carefully and consider every word. If you understand the task
clearly, you will write a more focused response.
■ The reading activities in your course will help you develop stronger writing skills.
■ Understanding the structure of an essay and its essential components will help you write a
successful response.
■ Essay questions often contain certain terms (e.g. command words) which can help you
understand the nature of the task.
■ Command words help you understand what is expected of you in your response, and signal words
can also be a helpful guide.
34
35
Chapter 1.3
Reading comprehension
How far do you agree that celebrities influence society in a positive way?
This chapter will explore issues associated with Celebrity culture.
Learning objectives
In this chapter, you will learn how to:
■ observe the work of other writers to help improve your own writing
■ set a purpose for your reading
■ use close reading and other strategies
■ apply critical comprehension skills to text
■ demonstrate reading comprehension through both logical reasoning and analysis of prose.
A introduction what to expect (rather like a movie trailer). During this

process, make a note of features such as:
The 17th-century English poet and playwright Ben Jonson
once wrote: • headings • captions
• sub-headings • footnotes.
For a man to write well, there are required three • images or graphics
necessaries, – to read the best authors, observe the
Once you have scanned the text for its main features, start
best speakers, and much exercise of his own style …
It is fit for the beginner and learner to study others and thinking about the following questions, which give you a
the best. For the mind and memory are more sharply purpose for reading the text. Keep these questions in mind
exercised in comprehending another man’s things than to keep you focused as you read.
our own …
From Timber, or Discoveries Made upon Purpose-setting questions
Men and Matter
Questions to consider before you begin reading:
• What is the topic of the text?
Re-read Jonson’s words carefully. What is he saying?
• When was it written?
Jonson, who was a contemporary of Shakespeare, • What issue(s) will be addressed?
believed that if a writer wants to improve, ‘it is important
• What conclusion(s) might the author reach about
to observe the work of others and practice often’. the issue(s)?
Following this advice, this course will help you to improve
your writing skills by reading the work of other writers. Questions to consider during reading:
If you can understand what you read, then you will be • What reasons does the author give for their
statements or belief?
able to:
• Is the author using facts, theory, opinions or faith?
36 • use the knowledge you have gained to support your Remember:
own ideas Facts can be proved.
• apply the structure and style that others use to your Theory needs to be proved and should not be
own writing. confused with fact.
Opinions may or may not be based on strong
B Setting a purpose for reasoning.
your reading Faith does not need to be proved, by its nature.
When you begin watching a movie, the first 15 minutes • Has the author used neutral or emotive words
are critical. They determine whether you will continue (words which express feelings)? When reading
critically, you should look beyond the language to
watching or give up and watch something else. If you have
see if the reasons are clear.
seen the movie trailer (the one- to two-minute preview
of the storyline), you are more likely to watch the whole • What seems to be the writer’s intellectual position
(e.g. conservative, liberal, Marxist, nationalist,
movie because the preview gives you an idea of what to
feminist)?
expect (i.e. the genre, who the main characters are, their
motivations, high points in the plot, etc.). In highlighting • What assumptions does it make?
the movie’s key features, a trailer establishes a purpose for Questions to consider after reading:
you to watch more! • What does the text leave out? Whose perspective,
Reading is no different. Without a purpose, you can quickly experiences and attitudes are not considered?
lose interest, and your mind may wander to the many other • Do you accept the arguments made by the author?
things competing for your attention. If you set goals for your Why / Why not?
reading, you are more likely to read through to the end.
Questions adapted from the University of Manchester’s
The first step in setting a purpose for reading is to scan the Faculty of Humanities Study Skills website
text to identify its main features. This will help you to know
ACtivity 1
the meaning of the material. It may also make it more
difficult to produce an informed and effective response
Choose an article in this coursebook. If possible, choose to what you have read.
one about a topic that you are unfamiliar with or that
would not normally interest you. Apply the ‘Purpose-
Instead, interacting directly with the material can help
setting questions’ to the article and make notes. These you identify specific elements of the text that you might
kinds of questions can help to increase your interest otherwise not notice. If you mark the text with annotations
and engagement with the text, because you are thinking such as circling, underlining or even writing a note in
critically about the material. the margin occasionally, you are drawing attention to
important information. Slowing down the process also
helps you to see patterns, which can lead to new ideas
C Strategies for close reading and critical insights.
What makes a ‘good’ reader? Speed is usually associated Reading actively can help you understand the text on
with success when it comes to reading. When processing a deeper level. It will help you engage with the text
difficult text for comprehension, however, it is quite the more effectively than just reading passively. Making
opposite. You are more likely to understand difficult text notes as you read can help keep you focused while
if you read with a close and critical eye, sometimes called reading particularly long texts. If you interact with the
close-reading. material in this way, you are more likely to connect
ideas within the text and to link these with your own
KEy tERm experiences.
As you read, you could write down:
Close-reading: a thoughtful, critical analysis of a text, which
focuses on both structure and meaning to develop a deep, • notes to explain meaning
precise understanding.
• synonyms for unfamiliar words
37
• challenges to opinions that are expressed
Since you have limited time available in class, you might
• examples to support points that are made
feel under pressure to speed-read a text. In an exam
situation where results are very important, you can feel • connections to your own experiences or wider
especially pressured to read quickly. You may rush through knowledge
the reading process in order to start writing and to avoid • questions about the text.
missing out on marks.
This kind of intellectual engagement can help you
But just as you need to understand an essay question develop your critical thinking skills and deepen your
before you begin writing your answer, you also need appreciation for the issues that are explored. The more
to understand the reading material before you can you understand a topic, the more effectively you will be
answer questions about it! Several close-reading able to respond to it.
strategies can help you read and understand better,
and respond more effectively to the questions that
making connections
follow. These strategies are explained in the following
sections. Reading text closely and carefully gives you time to
think about how the ideas within the text connect. It can
also help you see how these ideas or examples connect
Reading actively to build comprehension
with your own experiences or with those of society
Reading text carefully may seem to slow you down, but a as a whole. Being able to apply the ideas from a text
critical approach can help you better comprehend what to your own life and experience is one way of making
you are reading. If you casually skim-read information, information more memorable. This is a key skill for a
this will not be enough for you to properly understand critical thinker.
ACtivity 2
Actively read the following article about an Olympic 3 Have you ever personally experienced this?
athlete’s impact on the politics of his country. Interact with 4 Have people in your society ever experienced this?
the text by making connections to the events described.
How can you relate your own knowledge and/or experiences In addition to connecting the text with your own knowledge
to his story? To stimulate these connections, ask yourself: and experiences, make additional notes and/or annotations
such as the ones suggested in the bulleted list offered in
1 Have you seen a situation similar to this before, either in
this section. Then answer the comprehension questions in
your own country or abroad?
Activity 3.
2 Is this event opposite or contradictory to something else
that you have read about or experienced personally?
What surprises you?
An Ethiopian runner makes a brave gesture of

anti-government protest at the Olympic finish
Defying Olympic rules and risking the wrath of
his country’s government, Ethiopian runner Feyisa
Lilesa made a political gesture in support of the
Oromo people after competing in a marathon during
5 the last weekend of the Olympic Games in Brazil.
38 Lilesa, who won a silver medal, crossed his arms
to make an ‘X’ at the finish line and during medal
presentation. The sign is used by the Oromo people
and their supporters in their protests against their
10 repression by the Ethiopian government.
The International Olympic Committee, however, bans
political protests. Tommie Smith and John Carlos, for
example, two black athletes from the United States,
were famously expelled after they did a black power
15 salute in the 1968 Games.
Lilesa, who told reporters that if he returns to
Ethiopia he would be killed, plans to seek asylum in
Brazil, the US or Kenya.
The Oromo people have been protesting since
20 November 2015. The protest in Oromia, Ethiopia’s
largest administrative region, started when students
asked the government to stop its plan to expand the
capital city Addis Ababa into Oromia’s surrounding
farm lands. The students believe that the controversial
25 expansion would result in mass evictions of farmers
mostly from the Oromo ethnic group.
The government argued the plan was meant only to
facilitate the development of infrastructure such as
transportation, utilities and recreation centres.
30 Although the government has scrapped the plan to with Zone9, a collective blog that fostered political
expand Addis Ababa, the protesters are demanding debate and discussion.
action on the greater questions of self-rule, freedom
After Lilesa made headlines with his gesture, one
and identity. For example, the students want Oromo
Facebook user observed that the Olympics have 60
to be made a federal language. Oromo, the language
exposed two things about the state of politics in
35 of the Oromo people, is the most widely spoken
Ethiopia: repression and favouritism.
language in Ethiopia and the fourth largest African
language. However, it is not the working language of Given Lilesa’s decision not to return home for fear of
the federal government. his life, Ethiopians online raised US$54,433 in less than
24 hours to help him seek asylum. 65
Both Oromia and Amhara regions are challenging the
40 dominance of the Tigray ethnic group in Ethiopia’s The Ethiopian government officially says the runner
politics. The Tigray make up 6% of the population, but will not be prosecuted over his protest gesture but
have an overwhelming hold on power in the country, ‘will be conferred a heroic welcome along with his
while the Oromos, who are the country’s largest team members’.
ethnic group, representing 34%, and the Amharas at Endalk, an Ethiopian free speech advocate in 70
45 27%, have very little representation in key government exile and a Global Voices author, reacted to
positions. the government’s statement by saying (on social
Dissent, both physical and virtual, is not tolerated media): Ethiopian gov’t is saying please come
in Ethiopia. Early this month, security forces used home so that we will torture you, nothing else
live bullets to disperse protesters in Oromoa and #oromoprotests. 75
50 Amhara, another administrative region, killing about While the Ethiopian government spokesperson
100 protesters, according to news sites and social congratulated Lilesa, state TV did not show footage of
media reports. 39
him at the finish line.
On April 25, 2014, nine bloggers and journalists were
arrested in Ethiopia on accusations of ‘inciting public Abridged from an article by Ndesanjo Macha in
55 disorder via social media’ and ‘receiving support from De Birhan, August 2016
a foreign government’. The detainees had all worked
ARtiCLE GLOSSARy
3 If the average cost of living in the United States is
$28 458 per year, explain why it might be a good idea
wrath: anger
for Feyisa to seek asylum there. Use evidence from
evictions: sending people away from their homes the text to justify your response. [2]
or land
4 What is the tone of Endalk’s comment on social
dissent: expressing disagreement media (lines 73–75)? Justify your answer. [3]
fostered: encouraged 5 Re-read the last paragraph of the text (lines 76–78).
repression: controlling people by force How do the words and actions of the Ethiopian
government seem to conflict? [4]
ACtivity 3
Answer the comprehension questions 1–5.

Re-reading
In this course, you will be asked to read challenging material.
1 Give two reasons why Feyisa Lilesa may be punished
When you come across a particularly challenging section,
for his gesture at the Olympics. [2]
there are three steps you can take to help you understand it:
2 In your own words, explain why the Oromo people are
protesting. [3] 1 Read ahead – the text will probably offer further
information to clarify what you do not understand.
2 Re-read the challenging section a second time, now Once you understand the content of these smaller
that you have read ahead for more information. sections, you can put these ideas together to help
3 Make a note in the margin to clarify or simplify the you see the bigger picture and the purpose of the
section of text, once you understand it better. article.
Notes like these can easily provide a quick reference that ACtivity 4
you can return to when you begin drafting your responses
to comprehension questions. Also, careful note-taking is Practise breaking down longer texts into sections or
chunks which are easier to manage. Read the article
characteristic of a critical reader and thinker. This not only
‘Bollywood influence on fashion trends waning?’, which
helps you meet the needs of this course, but can also help is about the influence of celebrity culture on fashion. For
you develop the skills and qualities which are required at each section, identify:
university level. • ‘what it says’ (i.e. the main point or idea being
expressed)
‘Chunking’ information • ‘what it does’ (i.e. the function of the section in the
whole structure of the article, e.g. gives background
When you are dealing with longer texts, it can be useful to information, contains a view that opposes the one in
break down the information into smaller, more digestible the previous section, etc.).
chunks. A simple way of doing this is to divide the text into
three sections: beginning, middle and end. Consider each
section, one at a time, before attempting to process the
message of the entire article. As you read each section, TIP
ask yourself: Titles of large works, such as books and films, are often
indicated by using italics. Smaller works, like poems, titles
• What has happened? Who or what was involved? of articles or chapter titles, are indicated by using quotation
• How is the information structured? marks. The text about Bollywood will mention several Indian
40 film titles, which are easy to identify in this way.
• How does it link up with what comes before it?
• Where is it likely to lead next?
Bollywood influence on fashion trends waning?

Whether it is Madhubala’s Anarkali look in Mughal-
e-Azam or Kareena Kapoor’s T-shirt and salwar
combo in Jab We Met, Bollywood has inspired fashion
trends down the ages. But that influence seems to be
waning due to a variety of reasons, including greater
exposure to the West and the move towards more
realistic cinema, say designers.
There is also the constant fear of criticism, which
has restricted filmmakers from attempting to set
fashion trends.
According to veteran designer Ritu Kumar, people
were earlier not so exposed to fashion. So every
new and unique garment seen on the big screen set a To what extent does culture influence fashion?
trend. This is no longer the case.
‘Initially, costumes, which were not everyday starved of such designer wear. But this has largely
wear for the normal population, did cause a stir changed,’ says Kumar, who is yet to design for a
and led to fashion influences as the market was Bollywood film.
Kumar, who designed the costumes for Deepa outlandish, rule breaking; and if they worked well,
Mehta’s Midnight’s Children, hopes the scenario it became a new trend. To create a style, one has to
improves, stating, ‘The industry still seems to design create costumes that are unusual,’ she adds.
for individuals. When more holistic designing for a
Costume designer Payal Saluja, who has worked on
complete film is taken up, the fashion scene in India
Vishal Bhardwaj’s Maqbool, Ishqiya, Saat Khoon Maaf
will mature further.’
and now Matru Ki Bijlee Ka Mandola, says the move
In the past, Bollywood has given memorable styles towards realistic filmmaking in Bollywood has changed
to the masses. Remember the 1960 period drama the scene.
Mughal-e-Azam when actress Madhubala, playing the
‘Stories are becoming real and connectable for the
slave-girl character Anarkali, sported long flowing
audience these days. So, the clothes also need to be in
kurtas and churidars? Almost five decades later,
tandem. Clothes should never be stronger than the
the same character is responsible for the ‘Anarkali
character because then the viewer will only remember
kameez’, which is the current rage, with everybody
the clothes. So it is first important to think of blending
from homemakers to hip Bollywood actresses
costumes into the narrative rather than create fashion
wearing it.
trends,’ says Saluja.
In 1994, Madhuri Dixit left a mark with her green
According to designer duo Meera and Muzaffar Ali,
embroidered choli paired with a white lehnga and
one of the leading names in the world of fashion,
a purple embroidered sari in Hum Aapke Hain Koun.
‘Costumes (today) are left to stars’ whims and
Women lapped up the styles at family weddings.
their sycophant designers and colours that suit a
There are so many similar instances. There were Rani
cameraman.’
Mukerji’s Bunty Aur Babli suits and then the sari, of
course, redefined over and over again with movies ‘Anything and everything in Bollywood can set a trend
like Chandni, Main Hoon Naa and Dostana. amidst mindless people who know no better. What 41
concerns me is the style of the film,’ says Muzaffar Ali,
But new trends are now few and far between.
director of the classic Umrao Jaan.
‘The main reason for this is that a lot of stylists of
His wife Meera adds: ‘There were some yesteryear
celebrities or films are playing safe with ongoing
stars who had a body language which made what they
trends in fashion. They are primarily using outfits
wore extremely attractive. They somehow caught the
which are in fashion, avoiding the risk of fashion faux
fancy of the audience by getting the colour and mood
pas. Thus they are unable to create a new trend,’ says
right … women had a story on their face and they
designer Pria Kataaria Puri.
knew how to tell it more effectively through their
‘Earlier, film costumes were not designed according performance.’
to what everyone was wearing or according to
international trends but were rather ‘filmy’ or Adapted from an article in India Today, November 2012
ARtiCLE GLOSSARy
salwar: loose trousers (typically worn kameez: South Asian-style long shirt faux pas: embarrassing mistake in
by women in South Asia) rage: something which is extremely social manners
combo: combination popular but only for a short time outlandish: very strange
waning: decreasing left a mark: made an impression in tandem: in the same way, together
holistic: taken as a whole choli, lehnga, sari: South Asian-style whim: sudden or unusual wish
the masses: the ordinary people clothing sycophant: acting to try to please
sported: wore (in a way that draws lapped up: accepted with enthusiasm somebody in order to gain advantage
attention) redefined: interpreted in a new way for yourself
kurtas and churidars: South Asian- ongoing: continuing yesteryear: from the recent past
style clothing
Challenging ideas and assumptions Applying • selecting relevant text evidence

You have probably heard this advice before: don’t believe • connecting informational text
everything you read. Why do you think this age-old advice with prior knowledge
still stands? In today’s world, online media allows anyone • explaining prose in your own
to publish information. For this reason, you can never words to show comprehension
be sure that what you are reading is entirely accurate,
• summarising information
objective or unbiased. One person cannot be the sole
authority on a subject. His or her voice is only one Analysing • considering perspective
perspective, shaped by circumstance, and therefore likely • using text to make inferences
to emphasise or omit information depending on those • making comparisons
experiences.
• considering the role and effect
Therefore, if you want to fully comprehend a reading text, of words and phrases in context
it is important that you learn to challenge the assumptions
Evaluating • using evidence to pass
and perspectives of other writers when necessary. You can
judgement
do this by asking yourself questions such as:
• using outside knowledge to
• Do you believe what the writer believes? Should you? pass judgement
• How or why is the writer in a position to know?
Communicating • using logical reasoning to argue
• Would anyone else disagree with their view? On a point
what basis?
• write responses that are clear
• What could be missing from the discussion that the and cohesive
writer presents? What does the discussion fail to
consider?
To help you understand how each of these
42
Readers engage with text on a critical level when they take comprehension skills are assessed, read the following
time to challenge the ideas and assumptions presented. texts and do the activity which follows them. The texts
This is a more advanced skill, so you will practise and consist of a series of interdepartmental memos from a law
develop this later in the course (see for example Chapter firm. The emails are about legal action which is to be taken
2.1 Section C Generating ideas for your essay). against a local celebrity.
D Essential reading
comprehension skills
One of the aims of this course is to improve your reading
comprehension skills. Some of the skills you will need to
practise are listed here, along with the syllabus objectives
(see Chapter 1.1).
Understanding • determining the main idea of

a piece of text
• identifying key details
• determining the author’s
purpose
• identifying tone and emotion
Email 1 at Law. Following recent allegations against him,

TO: [email protected] celebrity icon Cooper Sands seeks counsel from our
FROM: PR Rep for Cooper Sands team of legal reps. As the owner of this firm, I took
SUBJECT: (Untitled) the liberty of meeting with Mr Sands personally
to get a better sense of his case. Following my
Greetings, consultation with him and his PR manager, and a
I am contacting you because my client, Cooper subsequent meeting with my partner, our law firm
Sands, has recently fallen into unfortunate has agreed to take on the case. As we see it, Cooper
circumstances. As you may know, Mr Sands is is not directly responsible for the incident. Since
the lead vocalist for the internationally popular this is such a ‘textbook’ case, I will be forwarding
punk band, Sights and Sands. Following their representation responsibilities to our junior team.
concert last weekend, Mr Sands was arrested for I’ve attached a detailed set of my own notes for you
an arson incident that took place at his hotel, to read, along with Mr Sands’ statement. Please
placing him allegedly at fault for the damage. advise.
I assure you that, as a well-respected musician MI
who has been in the music business for two and
a half years, my client has an excellent reputation
for using his best possible judgement at all times,
particularly when representing his home town. Email 3
(This is with the exception of his arrest in 2011 TO: [email protected]
for inciting violence while on stage. I assure you FROM: [email protected]
that this was not intentional or premeditated.) We SUBJECT: (Untitled)
are seeking your immediate legal counsel with the Mr Iswaran,
43
hope that your law firm will represent Mr Sands I believe I’m the best candidate to take on Mr Sands’
in the matter. I have attached the official police case. With nine years of experience at this firm, I
report along with Mr Sands’ statement, which have no doubt that I will represent us well (plus,
testifies to his innocence. I’m a huge fan of his music, so this would be the
We look forward to hearing from you. opportunity of a lifetime!). I am still finishing off the
Milo case, which should be finished by mid-February,
Sincerely, but I may be able to speed it up to the start of the
Toddrick Eloi, PR Manager and month, as long as the Records department keep to my
Communications Director schedule for document processing (sigh …).
One query, if you don’t mind, sir … I took the liberty
of looking up the police report (it wasn’t attached to
Email 2 your memo … a mere oversight, I’m sure). I couldn’t
TO: [email protected], philo.latreaux@ help noticing that the fire extinguisher which put out
iswaranatlaw.com, warren.hernandez@ the fire came from the 18th floor. Meanwhile, both
iswaranatlaw.com fire extinguishers from the East Wing of Floor 16,
FROM: Malik Iswaran where the fire occurred, were found in the swimming
SUBJECT: (Untitled) pool below. I can’t help wondering why this is?
I look forward to sorting this out before we proceed.
I’m writing to the three of you to find the perfect Thank you,
fit for a case we recently received here at Iswaran Philo
Email 4 as he gets that autograph he wants from his

TO: [email protected] favourite singer, right?!
FROM: [email protected]
SUBJECT: (Untitled) Joking apart, I’d love to be the rep for this one. I
don’t have any cases on my plate right now, so I have
Senior Attorney Iswaran, the time to dedicate. More time than Julie, even …
I hope I am the first to respond to your query, as she seems a little overwhelmed with the renovations
I am deeply interested in taking on this case. I’ve she’s doing to the new house she purchased over the
followed the story since it broke last weekend and holiday break.
I am keen to see the related details and various
perspectives regarding Sands’ innocence. I’ve looked If you’re intent on making her lead, though, I
through the documents at length and have already would be satisfied with teaming up with Julie as the
started drafting a potential brief for your perusal (see alternative. As this is her first year at the firm, and
attachment). since I’ve been in the profession (thought not under
you) for some 18 years, I think you’d agree I have a
I know this is my first year at Iswaran at Law, but lot of experience to offer.
I am confident that my academic training and
professional development make me a prime candidate I’d love to hear your thoughts on the matter.
for the cause. If, indeed, Mr Sands did not commit
the offence (which I genuinely believe), then I think Cheers,
I can complete this case rather quickly. My meticulous W
attention to detail, ability to think critically and my
hard-line approach to questioning all but guarantee
Email 6
that I’ll defend the sound reputation you’ve built over
44 TO: [email protected]
the years here at Iswaran at Law.
FROM: [email protected]
I ask that you please consider me for the position. SUBJECT: (Untitled)
I promise I won’t let you down.
Mr Latreaux,
Most genuinely, Thank you for taking note of the unusual fire
Julie Paremen, JD extinguisher issue. At Iswaran at Law, we applaud that
level of meticulous concern. I assure you, however, that
my partner and I went into the matter during our face-
Email 5 to-face interview with Mr Sands, and it appears that
TO: [email protected] all is well after all. The East Wing extinguishers were
FROM: [email protected] under recall, so they did not work when needed. This
SUBJECT: (Untitled) is why they were discarded over the balcony, while
another was found on Floor 18 to put out the fire.
Dear Mr Iswaran,
I recently spoke with Ms Paremen about the Sands Provided that you stick with the protocol in my notes,
case. I’m just as interested as she is, but I know she has everything should hold up in court. Note well that
already put in considerable work to lead the case. If we’ve represented elite figures such as Mr Sands on
I’m too late in responding, or if I’m overstepping my far more delicate matters in the past. It is my intention
boundaries here, I apologise, but I’d like to give the to award you the case on the strict condition that
case a ‘go’, if possible. you can stick to the outline I’ve set as your superior.
Julie and I are both in agreement that Philo is not Do hurry through the Milo case, so we can proceed.
fit for the position (no offence to him). He’s knee- You’re a marvel in the courtroom, Mr Latreaux.
deep in the Milo case with no end in sight. Not
to mention, I don’t think he cares if Sands is Regards,
guilty-as-charged (which I think he is!), as long M
Activity 5
Answer the following comprehension questions, which are 6 What do the following expressions mean, as used in
grouped according to the skill you will need to use. Email 5?
Write your ideas on a separate sheet of paper. a overstepping my boundaries
Understanding b give [the case] a go
1 For each email, decide on an appropriate subject line. c no end in sight
2 Using information from the material, give two qualities d on my plate
or characteristics of each of the following candidates.
7 Using context as a clue, offer one synonym for each of
Justify your responses for each.
the words as they are used in Email 4.
a Philo Latreaux
a keen
b Julie Paremen
b perusal
c Warren Hernandez
c allegations
3 Give two characteristics that all email correspondents d meticulous
(including Malik Iswaran) collectively share.
e hard-line
4 Look at the use of brackets (parentheses) in Email 3
8 Use each of the words from question 7 in a separate
from Philo Latreaux to Malik Iswaran. In one word
sentence to illustrate their meaning as used in the email.
or a short phrase, describe the tone of these
Your sentences should not deal with the same topic as
statements.
the email scenario.
5 Review the context of Email 4. Using your own words as
9 What is Malik’s tone in paragraph 2 of Email 6? Justify
far as possible, explain the purpose of paragraph 2.
your answer with at least two expressions that he uses.
6 Re-read Email 5. How would you describe the tone:
Evaluating
a at the beginning of the memo?
1 Explain which candidate is most suitable for the 45
b at the end of the memo?
position, considering the positive and negative aspects
Justify your reasoning for each by pointing to evidence from of each. You should limit your discussion to the
the text. candidate you have chosen and not refer to the others.
Applying Use your own words.
1 Briefly explain why Toddrick Eloi is emailing Iswaran 2 Considering the positive and negative aspects of
at Law. each candidate, explain which one is least suitable for
2 Using your own words, explain Philo’s cause for doubt of the position. You should limit your discussion to the
Sands’ innocence, as outlined in Email 3. chosen candidate and not refer to the others. Use your
own words.
3 Using evidence from the material and your knowledge of
the present day, explain the challenges that celebrities 3 Choosing ONE of the employees from the email thread,
face once they are on public view. explain what you would have done better in response to
your boss’s advertisement of the position.
Analysing
4 Do you think Cooper Sands is innocent? Defend your
1 Briefly explain the differences between Julie’s and position.
Warren’s approach in responding to Malik Iswaran’s
proposal. Justify your answer, using the material and Communicating
your own knowledge/opinion. 1 If you were applying for the same position as Julie, Philo
2 What do you learn about Malik’s character from the and Warren, how would you set yourself apart? What
emails? Answer in about 60 words, giving justifications qualities do you possess that could contribute to this
for your answer. line of work and/or this case specifically?
3 Infer reasons why Malik might have taken on the 2 In your own opinion, what is one advantage and one
Sands case. disadvantage of being a defence lawyer?
4 Explain briefly what Malik means when he says Sands’ 3 Because of recent events, Cooper Sands is preparing
situation is a ‘textbook’ case. for a radio interview on a popular, celebrity gossip news
programme. Imagine that you are his PR manager and
5 Analyse the sign-off phrases that the candidates use
suggest at least three relevant questions you would use
in the first five emails (Sincerely, etc.). What does each
to prepare him for this. Be creative in your approach to
seem to suggest? In roughly 80 words, compare their
questioning.
approaches.
In the next section of this chapter, you will learn more KEy tERmS
about the reading comprehension skills introduced in the
main idea: the writer’s central message.
email activity. You will also be introduced to the various
types of material and questioning featured in this course. Key details: specific information to support the
main idea.
The aim is to help you develop your critical thinking and
reading comprehension skills.
Understanding main ideas and key details KEy SKiLLS
The main idea of a text is the central message the writer The way a writer develops the main idea and key details
wishes to convey. Key details are the specific pieces of of a piece depends upon their purpose for writing. Learn
information used to support the main idea. Later, you more about essay development in Chapters 2.3, 3.1, 3.2,
will learn how details break down further into reasons and 5.1.
and evidence. For now, we will consider details more
generally.
To explore how details are part of bigger ideas, complete
the following activity.
ACtivity 6
Scenario 1 media should have the right to probe into the personal lives
A newspaper article usually focuses on a central main idea, of celebrities. Read each of the details she plans to include
but remember that evidence in longer texts can be divided in her article. Which article subsection should the detail be
into smaller subsections, with subheadings. In this scenario, featured in? (The first one has been completed for you as an
a newspaper columnist is writing a story about whether the example.)
46
Main idea: The media has no right to probe into the lives of Subsections of the article
celebrities
Celebrities Legal Protecting Other
Details fight back situation privacy opinions
Article 3 of the Universal Declaration of Human Rights states that

‘everyone has the right to life, liberty and security of person’. Celebrities ✓
are no exception.
Companies like InkBlot are offering services to help celebrities who
are harassed by the paparazzi. They will get rid of imperfections in
our digital footprint, but for a cost. Sports figure Halo Gordon had to
pay the equivalent of $50 000 to remove incriminating photos found
in his private social media account which suggested potential use of
performance-enhancing drugs.
The paparazzi have sometimes provoked celebrities to violence.
Consider last month’s incident where teen actress Suki Bowser
intentionally ran over the foot of a journalist as he tried to photograph
her leaving popular night club, Renegade.
In defence of the media, fashion designer Mikhail Marks mentioned in
an interview: ‘The minute you steal that place in the public eye, you
sign an invisible contract that hands over your personal world. Even the
brand of pet food you use goes public. It doesn’t matter if you asked for
it. You just have to deal with it.’
Scenario 2 celebrities on teenage appearance. Review the details of her

Just like news articles, scientific reports also break down findings. Then decide in which section of her report each
long texts into smaller subsections. In this scenario, a detail should appear.
psychologist is drafting a report regarding the influence of
Main idea: Celebrity culture sets examples that can Subsections of the article
have irreversible effects on the health of adolescents
Fad Eating Case Further research
Details diets disorders study
Dysmorphia (dissatisfaction with one’s own body weight)

has more than doubled in the past three years. According
to MedHealth Journal, many young adults respond by
bingeing, which may damage their health sometimes
irreversibly.
New studies in cognitive behavioural therapy show
promising results in treating eating disorders, though
no superior approach for this form of illness has been
identified so far.
Singer-songwriter Viola has total confidence in the lemon-
water and kiwi detox that she uses before concerts: ‘It
gives me the look I want, and it’s great for my skin.’
At her high school, an astonishing 74% of girls in Walker’s
class reported that dieting was nothing new to them. This 47
may partly explain the outcome of her situation.
identifying key details

Observing how others organise details can help you Example 1
become a better writer. As a writer in this course, you will Officer: Mr Sands, there is a theory that you nearly
need to be able to determine which details are relevant burned down the entire 16th floor the other night.
to your point when you are drafting an essay or a reading Is that true?
response. If you select the wrong details, your message Cooper Sands: With all due respect, Officer, what
can easily get lost or lose focus. As you work through this really is ‘theory’ anyway? Other than an abstract
course, you will learn how to identify details in the work set of ideas intended to give a clever explanation
of something. I mean, it’s offensive that you’re basing
of others. You will also learn how to use details effectively
my guilt on general principles independent of the
in your own writing and how to eliminate unnecessary
thing in question. Let me tell you about a time when
information when possible. ‘theory’ really got Elvis Presley into legal trouble …
However, writers or speakers may sometimes use
irrelevant details on purpose. They may try to evade a
point or deliberately avoid giving certain information as an
Example 2
unfair way of strengthening their argument.
Officer: Mr Sands, did you have something to do with
Think back to musician Cooper Sands’ situation in Activity 5. the fire on the 16th floor last night?
What if he were guilty of setting fire to hotel property but Cooper Sands: No, sir. I am a famous musician.
did not want to wreck his reputation by admitting it? What Everyone knows my work and I’ve worked really hard
might he do when questioned by a police officer about the to get where I am. I have four platinum records. Four!
incident? Here are two examples to illustrate how Mr Sands I am innocent!
might offer irrelevant details to avoid admitting his guilt.
What does the musician seem to be doing in these is the mechanism that helps you decide what to read and
examples? How is he attempting to use irrelevant details in what to ignore.
each situation to avoid the point?
Consider the following headlines, which appeared in the
‘Style’ section of a popular magazine. What can you infer
KEy SKiLLS
about the content of each article from its headline? Why?
In the first example, Cooper Sands’ strategy to avoid 1 Platinum album promise loses shine
the officer’s question is called a ‘red herring fallacy’
(see ‘Recognising weaknesses in arguments’ in Chapter 2 Wannabe wardrobes: D-listers compete
3.1 Section B Understanding arguments). In the second 3 All’s fair in race and runways
example, he uses something called a ‘non-sequitur’
to keep away from the point (i.e. where a conclusion is
4 Football starters let their hair down
supported by weak or irrelevant reasons). 5 Street style: a new avenue in Perth
images and inferences

It is important to be able to identify key details, while also There is an old proverb that says: ‘A picture is worth a
understanding their relationship to the main point and to thousand words.’ Words are certainly not the only way
other details. This is a skill you need to develop in order to we can communicate information. Images can also
be a good critical thinker, reader and writer. The practice offer a wealth of input. Without words, however, much
activities later in this chapter will develop your ability to is left to the imagination, making ‘a thousand’ different
recognise relevant details and eliminate extraneous ones. interpretations possible. This is why images are a great
way to practise mastering the reading comprehension skill
DiD yOU KNOW?
of inference. Just as with text, you can ‘read’ pictures for
The suffix –ous means ‘possessing’ or ‘full of’. What do you meaning and draw conclusions about them.
think is the meaning of ‘extraneous’ as used in this context? As an example, look carefully at this image.
48
Making inferences
Informational text does not always explicitly tell you what
it means to say. It is sometimes necessary for the audience
to infer, or guess, the meaning.
As a reader, you infer (make inferences) all the time,
probably without even realising you are doing it. Inferring
is a natural part of your critical thought process. However,
you may sometimes make incorrect inferences. This is
because when you infer, you are forced to ‘read between
the lines’. Sometimes this can suggest a meaning that is
not as accurate as one that is explicitly stated. Practice
with inferring ideas can therefore help you to reduce the
chance of missing the point when you are reading.
KEy tERm
infer: to draw conclusions from evidence given.
Skimming headlines
Every time you skim-read news headlines, you are • What do you see happening in the photo?
simultaneously making inferences about the content. This • Based on what you see, what guesses can you make
about what is happening?
• What evidence from the image leads you to believe this?

Here are a few examples of possible inferences you might
make from the photo:
Objective observation: a man with his hand up is walking through a crowd of people.
Inference Evidence
The photo appears to be at an official • architecture of the building (i.e. white pillars, Roman design, grand
institution such as a court of law. steps leading up to entrance)
• professional attire (suit and tie, neutral tones)
The man does not want attention. • His right hand appears to be pushing the woman in the long coat away.
• He is using his left hand to cover his face.
• He is glancing down.
• He appears to be ignoring the woman speaking behind him.
The man may be a lawyer who has lost a • He is wearing a suit and tie.
case, or he may have just been charged • He seems to be frowning.
with a crime.
• Although his mouth isn’t quite visible, he does not appear to be smiling.
The man might be a well-known figure or • There is a group of journalists attempting to interview him on camera.
perhaps he has become a figure of interest
as a result of the events surrounding him.
49
Activity 7
View images A–D carefully. Make a list of inferences from each, identifying evidence from the photo.
Create a chart to organise your ideas, like the chart for the previous photo.
A C
B D
Identifying the author’s purpose Understanding tone and emotion

Another key comprehension skill is the ability to identify The term ‘tone’ (see Chapter 1.2 Sections D Understanding
the author’s purpose. In other words, why is the author the task and F Key elements of an essay) is most commonly
bothering to write about the topic, or what is the used to refer to the pitch of a person’s voice when
intention? Remember that authors may choose to write speaking. Consider, for example, when an angry parent
about a topic in order to: might say: ‘Don’t take that tone with me, young lady!’
When someone speaks, it is relatively easy to pick up from
• inform
their tone of voice how formal, respectful, or perhaps
• argue sarcastic, the individual is being.
• entertain.
In a piece of writing, however, tone can be much more
However, among these broad intentions there may difficult to identify, as the reader is not actually hearing the
be more specific purposes. What is the author writing author’s voice. For example, how would you describe the
to inform you about, for instance? A more targeted tone of the microblog entries from Activity 8?
reason for writing could be to educate the reader Since you cannot actually hear the writer, you must rely
about the rights of private citizens. It is important to on the words to infer what his or her tone is. In establishing
be able to identify precisely why the author is writing, in tone, writers must first consider their audience. Who
order to truly comprehend their message. To help you will they be speaking to and in what circumstances? Should
practice this skill, complete Activity 8 below. the tone be formal or informal? Serious or light-hearted?
ACtivity 8
Social media is a well-known channel for expressing ideas and opinions. It can be used to celebrate victories,
throw light on issues, complain about setbacks and share life experiences. Read the following microblog
50 posts below, each of which aims to share a thought in 45 words or fewer. Working in pairs, determine the
author’s specific purpose for sharing each message. (Hint: ask yourself: why did the author write this post?)
JSB_Publications wrote: Follow

Young&famous22 wrote: Follow Tonight at 8PST join #JSB authors to discuss their
There’s a need to bring back arts programmes at 4 upcoming releases + book signing! Exclusive glimpse into
1 high school level. We are losing out on the crafty @elijah_barrett’s plans for the rest of the #Hart series,
dreamers and thinkers of the future. Support the plus, a look at @cynthia_liu’s character development in
#GoFundMyTheatre movement! #HiddenHeroes. It’s an exciting day to be a reader!
TS_suarez wrote: Follow

PassTheMic wrote: Follow After what took place at today’s event, it’s hard
Today we donated over 4000 supply-filled school to believe fans still come out to the game. Fellow
5
bags to the Barmo Valley villages. Starting this athletes, it’s our job to win, but it’s also our job to set
2
organisation has been an adventure I never an example. @baller24 unacceptable! It’s time we
intended to take, but I’ve learnt just how far a stopped ruining the prospect of progress!
little love can go. #PassTheMic#payitforward
Star_Stella wrote: Follow

Comic_script wrote: Follow
Is anybody watching this clip on #WZTV24? I have an
Fan says to me: ‘Hey, you’re Jay Rosser, the Comic idea … why don’t I run for the position?! I can sing, I
6
3 Script guy, right?!’ I look down at my name tag that can dance, I can act. Pretty sure I’d fit right in with our
reads, ‘Jay Rosser, Comic Script’ then look back current leadership, wouldn’t you agree?! Guess that’s
up. Awkward silence. Blink. #captainobvious politics, my friends …
It is important that you, as the reader, interpret these Read the following quotations about the quality of punk
intentions accurately in order to understand the writer’s rock music. Try using the words in the list, or words of your
message clearly. Awareness of tone is therefore a key own, to identify the tone being used in each.
strategy in comprehending text. In this section of the
chapter, you will learn about the different registers of tone 1 The Sex Pistols, who were responsible for launching
that writers use. the punk rock movement in the 1970s, challenged
traditional attitudes with their unmelodious music
Specific registers of tone
and rebellious style.
The following list can give you a good idea of the
2 It’s ridiculous that they scratched graffiti all over
range of emotion available when you are determining their London apartment. Who in their right mind
the author’s attitude. Of course, there are many more would consider awarding this heritage status?
possibilities.
3 Calling the ‘artwork’ in their Denmark Street
apartment ‘graffiti’ seems strange … don’t you find
vibrant whimsical graffiti outside?
affectionate candid 4 All that racket! If punk rock hadn’t dug its own
grave, I would have done it myself!
approving amused 5 It’s a shame the punk rock movement was short-
light-hearted conversational lived. There is so much promise in sticking out your
tongue at mainstream society and authority figures
nostalgic reverent once in a while, don’t you think?
playful sympathetic
humorous Reflect for a moment on your process for describing
the tone in the quotations. How did you arrive at your
detached pessimistic answers? What helped you decide, for example, the tone 51
reflective exasperated used in quotation 4?
straightforward naïve The word ‘racket’, as used to describe the sound of

punk rock, has a negative connotation. This suggests
judicious satirical
that the author of quotation 4 has a poor attitude
uncertain objective toward this type of music. The writer of quotation 1
doesn’t seem to particularly like punk rock either, but
mistrustful pragmatic
is much more reserved when describing the music as
forceful irreverent unmelodious. Careful attention to word choice can
urgent sarcastic therefore help you determine the tone of a piece of
writing.
abrasive cold
bitter stern KEy tERm
cavalier mocking Connotation: the underlying emotion produced by a word

or phrase.
condescending severe
disdainful threatening
Read the following interview transcript, then do the exam-style questions that follow. This will give you further
practice in identifying tone.
Extract 1
Please note that sections marked with a line [ ] have been left blank deliberately.
Introduction
Belle, an 18 year old student at Esperanza Academy, is attending a careers interview with her class
teacher, Mr Forti. She is hoping for some insightful guidance as she is very undecided about further
study and which career path to follow.
Mr Forti: Hi Belle! Take a seat. Now, tell me, what are you intending to do with regards to a career?
Belle: Well… you see… the problem is I haven’t got a clue and I’m really stressing about it, Sir.
Could I ?
Mr Forti: Come, come, Belle. That’s not the attitude I expect from a student like you! I just read in the
5 newspaper the other day that there is a shortage of forensic accountants. It sounded like a
really interesting job – you look back over a company’s books so you get to see the internal
workings of an organisation in fine detail. Combing through all their records does sound so
absorbing, doesn’t it? Don’t you agree?
Belle: Er… the problem is, Sir, that… you remember… I wasn’t doing that well in my mathematics
10 tests earlier this year and so you arranged for me to have extra tuition at lunchtime from Mrs
Harvanto. By the way, she’s really good and I am regaining my confidence slowly but surely,
but not enough to consider a career so dependent on being brilliant at mathematics.
52
Mr Forti: Hmm, in that case, how about… (running his finger down a list of professions on his desk in
front of him)… financial advisor?
15 Belle: (in a tone of exasperation mixed with disappointment) Sir!
Mr Forti: Oh yes, of course. OK then, let me think… a colleague was only talking about his son
yesterday who works in logistics and loves it so much that he is climbing the corporate
ladder at an astonishing rate. What would you say to that?
Belle: I don’t know, Sir. What exactly do you mean by logistics? I’ve never even heard of that
20 before. Has it got something to do with being logical?
Mr Forti: (appearing suddenly very flustered) Right… perhaps not then. Let me put my thinking cap
on. We need to go in another direction, don’t we? Ah, another idea has just come to me!
Someone I caught on a TV programme recently was extolling the virtues of a career in the
field of design. How does that sound to you? Apparently there are lots of different types of
25 design too – graphic, interior, fashion, product, car, aeronautical, marine – the list is endless.
And what’s more, there is a worldwide demand for such skills.
Belle: That does sound interesting, but I gave up design technology and art years ago, so I don’t
think that would be a realistic option for me, do you?
Mr Forti: (looking mildly irritated now) No, I suppose not. Swiftly moving on then. My niece is
30 thoroughly enjoying her studies in retail management. She is on the graduate programme of
a multinational organisation, and, when she finishes it, the world will be her oyster. She will
be highly qualified, have work experience under her belt, be able to travel extensively, and
there are lots of opportunities for promotion as there are plenty of successful companies in
this area. What’s not to like?
35 Belle: Sorry, Sir, but, although that sounds amazing and congratulations to your niece, I don’t
think it is really me. I can’t say I relish the whole shopping experience because I find shops,
department stores and malls a bit claustrophobic, especially when I get caught up in crowds
of shoppers pushing and shoving. It just doesn’t interest me, I’m afraid. Though, now I’m
talking it out with you, I would say my people and communication skills are among my
40 strong points.
Mr Forti: (becoming frustrated) Remind me, Belle, what your favourite subject is again.
Belle: Oh, Sir, I absolutely adore English. You do know, don’t you, that I am in the Debating
Society, the Book Circle and the Drama Club too? And I’m getting excellent feedback from
my information technology teacher too. She thinks that my PowerPoint presentation is first
45 rate and she wants me to show it at Speech Day.
Mr Forti: (triumphantly) I’ve got it! What would you say to a career in ?
Belle: Phew, what a good idea! Thank goodness you suggested that, Sir. I was beginning to
.
Cambridge International AL General Paper 8001/23 Insert Passage 2, November 2015
ExAm-StyLE qUEStiONS 1 Words and phrases in context

53
Another key skill for reading comprehension is the ability
to work out the meaning of words you don’t know using
1 How would you describe Belle’s tone in line 2. Why
information from the context in which they appear. Consider
do you think this is? Explain. [2]
the following simple sentence. As is stands, the meaning of
2 Explain why Belle’s tone changes in line 15. Justify
the word impecunious may be difficult to work out:
your response by using evidence from the text for
support. [3]
Parker lived an impecunious lifestyle.
3 Review lines 29–34:
a Why do you think Mr Forti is ‘looking Now read the word within its wider context. Using
mildly irritated’? Explain using your own
the surrounding information, can you work out what
words. [2]
impecunious means?
b Despite his mild irritation, how would you
describe Mr Forti’s tone in this segment? Justify
your answer. [2] Before his rise to literary stardom, Lance Parker had seen
4 Using your own words, explain how Belle’s tone his fair share of suffering. After the death of his only
changes from the beginning of her conversation with parent, he became a runaway teen at 15, spending many a
Mr Forti to the end. [4] night in shelters and halfway homes. In this impecunious
5 Think critically: what career do you think Mr Forti lifestyle that he never intended, Parker struggled to
suggests for Belle at the end of the extract? Justify find food and safety on a daily basis. He had very few
your answer. [6] possessions, which he kept in a white, plastic garbage
bag, but one thing Parker was never seen without was a
6 Does a university degree still have value? Argue
one-subject, spiral notebook. It was always folded in half,
your case. You may use knowledge outside the
exercise. [6]
carefully tucked in his back pocket, unless he was furiously
scrawling away on its pages. Most of his work was born in
Total marks: 25
these dollar-store journals. Today, he’s published 14 novels,
four of which have reached the top of the best-seller list.
KEy tERm terms. This is usually signalled by words like: or, that is, in
other words and which is. For example:
Context clues: information surrounding an unknown word,
which helps you understand its meaning.
The team took a more pragmatic – that is, a practical –
approach to the case this time.
When you are trying to work out an unfamiliar word,
sometimes the clues to its meaning can be found in the Contrast
sentence itself or in the sentences before or after it. At
other times, however, you might need to look at the overall The word is compared to its opposite; by showing
meaning being conveyed in the sentence or paragraph in what it is not, the reader can figure out what it is.
which the word appears. This is usually signalled by words like: unlike, but,
not, in contrast to, opposite, apart from, while. For
A helpful strategy for working out the meaning of a word is example:
to use context clues to replace the unknown word with a
synonym. This way, you can check if the word fits without Unlike Juanita, with her careless and extravagant
altering the author’s original message. For example: spending habits, Tomas is much more frugal with
his money.
Celebrities live in trendy metropolitan areas like
Tokyo, Milan and New York City.
Cause/effect
What word could replace ‘metropolitan’? What clues in The word is placed in relationship to its cause or outcome,
the sentence help the reader know what ‘metropolitan’ which hints at its meaning. This is usually signalled by
means? Notice that the sentence gives examples which words like: so, that, so that, because, in order to. For
illustrate the definition of the word. This is one way of example:
creating context for the reader. Clues like this make
54 communication clearer. The mayor allocated a quarter of the funds to building
There are several different kinds of context clues that can a new road, so there won’t be so much congestion on
help you determine the meaning of unfamiliar words. the existing roads.
Examples ACtivity 9
The sentence or paragraph (such as the one above) offers Using a dictionary, look up the definitions of the
an illustration of the term through the use of examples. following words. Using the methods for creating context
These are usually signalled by words like: such as, other, clues just described, write a sentence for each word.
include, these and for example. 1 amorphous
2 ostensible
Definitions 3 paucity
The explicit definition of the word is built into the sentence 4 tangential
or paragraph. It is usually signalled by words like: is and 5 ubiquitous
means. For example:
An awareness of context clues will not only help you
A rogue state is a nation that refuses to follow rules be a better reader, but it can help you write better, too.
set by the international community. By embedding context clues into your own work, you
are providing support for your audience, which builds
Restatements your credibility and increases the chances of effective
communication.
A follow-up sentence or phrase breaks down or simplifies
a point that has just been made, using more difficult
Making comparisons Look back at the four options from which the celebrity has
to choose. If you were comparing these options in terms of
An important part of critical thinking involves your ability
size, you might use comparative and superlative words to
to compare. As you can imagine, this kind of analysis
express your point:
leads to a judgement, or evaluation, of the things you are
comparing. This campus is larger than that one. (comparative)
Consider this example. A celebrity is interested in This campus is the largest one in the area.
building an environmentally-friendly school that (superlative)
focuses on science as a key field of study. He or
she will be re-purposing a former building and
has narrowed down the options to the following KEy tERmS
abandoned spaces:
Comparatives: adjectives or adverbs used to compare
Option 1: an old shopping mall on a major waterway differences between the two objects they describe.
Superlatives: adjectives or adverbs used to describe
Option 2: a former bed and breakfast on top of a remote an object which is at the upper or lower limit of quality.
mountain
Option 3: an ageing grain silo on farmland These words are usually adjectives or adverbs that add
Option 4: a run-down steel mill just outside a large city. –er or –est to the end of a word, but they can also be
combined with words like: more, less, the most, the least.
In order to make the best decision, the celebrity would
As a general rule, you would use:
need to compare each location against the other to
see which one has the best features, amenities and • –er and –est endings when the word has one or
accessibility to meet the needs of the school’s vision and two syllables (e.g. Ask the older children to carry the
its students. heavier boxes.)
55
• ‘more’, ‘less’, ‘most’ or ‘least’ when the word has
ACtivity 10
three or more syllables (e.g. This is the most accessible
Think about Options 1–4. Pick two that you think would entrance in the building.).
be most appropriate for an environmentally-friendly
However, consider the following example. Which do you
school that focuses primarily on the sciences. Now write
a response that compares one against the other before think is correct?
making a decision on which of these two is better. 1 The ground is more even at the farm location than it is on
the mountain top.
Throughout this course, you will meet questions 2 The ground is evener at the farm location than it is on the
like this, which involve logical reasoning to show mountain top.
comprehension. A scenario, along with several options
or potential solutions, may be provided for you to As with many language rules, exceptions always exist.
analyse and evaluate. There are some useful strategies This example challenges the rule about the number of
to learn when approaching this kind of question, and syllables: ‘even’ has only two syllables, yet it uses ‘more
these strategies can help you compare effectively and even’ instead of ‘evener’ (since the latter sounds awkward).
think critically. Most two-syllable adverbs can take either form, but they
tend to take the ‘more’ form more readily, which appears
Comparatives and superlatives to contradict the rule. For example:
The process of making a comparison between a
number of items can be complex. Using key words Demolition work at the mountaintop site went more
called comparatives and superlatives can help smoothly today than it did last week.
you organise and express your ideas when you are
responding to critical reading tasks that ask you Notice that while the adverb ‘smoothly’ is two
to compare. syllables, it takes on the word ‘more’ instead of the –er
ending when comparing. We choose the appropriate
comparative form for adverbs mainly according to Again, as with any language, there are always exceptions
how they sound. to grammar rules. The irregular forms of comparison
include the following:
Original word Comparative Superlative

TIP
Reading your writing aloud is a helpful strategy when you are
(base word)
editing your work. good better best
well better best
As a general rule, use comparative forms when comparing
two things. For example: a little less least
some more most
This is the larger of the two campuses.
much more most
The old mall is significantly more expensive than the
steel mill option. many more most
bad, badly worse worst
Use superlative terms to compare three or more things.
For example:
KEy SKiLLS
This is the largest of the four options.
Unit 4 will help you develop your grammar, spelling and
The old mall property is the most expensive one of all. punctuation skills.
Number Form Examples

of things ACtivity 11
56 compared Read through the paragraph. Complete each space with

Comparative two –er smarter an appropriate comparative or superlative term. (Hint:
to maximise your learning experience, be creative in
more healthier selecting vocabulary.)
less more
engaging For the most part, the bed and breakfast is the
(1) of the four options, but it is also the
less
(2) to get to, too. Driving to the silo each
troublesome
day, for instance, is (3) than a day’s trek
Superlative three or –est the smartest up the mountain. Meanwhile, when it comes to
more space, the steel mill has the (4) potential.
the the healthiest It is (5) than the mall! The land is
most (6) than the farmland, however, and has
the most
the engaging the (7) layout overall.
least
the least
troublesome Knowing how to use comparatives and superlatives
appropriately will help you express ideas clearly when
making comparisons. It will also help to improve your
TIP use of English, which is another important aspect of
Avoid using both –er and ‘more’ at the same time. This this course.
creates a double comparison, which is grammatically
incorrect and sounds very odd (e.g. more livelier).
ACtivity 12
As outlined in this chapter, you will work with news
articles, speeches, dialogue/scripts, data charts and
Re-read your response to Activity 10. Circle or highlight infographics, bulleted lists and different types of
any comparative or superlative terms you used. correspondence.
• Did you use these terms enough, and appropriately?
As you read, you will be expected to demonstrate your
• If not, how could you use the knowledge from this understanding in two ways. Comprehension questions will
section to revise your work? Edit your writing to
require you to show comprehension through either:
include the use of comparative and superlative terms
where necessary. • logical reasoning, or
• analysis of prose.
Demonstrating understanding
Logical reasoning and everyday
Developing active reading habits and practising key
problem-solving
reading skills can help you to understand what you read.
One of the best ways to demonstrate this understanding Have you ever had to decide where to go on holiday? Ever
is to summarise information in your own words. planned a club event and had to find ways to raise money?
Comprehension questions may ask you to summarise Or perhaps you are deciding which university to attend
points from a text. For example, a question might ask once you finish school?
you to ‘summarise the drawbacks of X as outlined in In choosing a university, you might focus on the facilities
paragraph 2 of the reading material’. It is unlikely that you available and what courses the university offers. What
will be asked to summarise an entire text. else might you take into account? For example, what if
You will also be using your summarising skills when the university you like least is the one your parents prefer?
developing arguments. When you offer input (evidence) to How might external factors like this therefore influence
support your thesis, you summarise the information for the your choice? Problem-solving can become a complicated 57
reader. Then you explain how that information relates to process because of the internal and external factors
the point you are arguing. involved.
Every time you solve a problem, you engage in critical
KEy SKiLLS thinking. As you weigh one option against another,
You will have the opportunity to practise your summarising you are analysing its component parts and deciding
skills in Chapter 2.2. on their value in order to arrive at a decision. At the
same time, you are also taking into account external
factors, or context.
E types of reading Remember the celebrity interested in building an

environmentally-friendly school? When comparing the
comprehension options, geographical features certainly need to be taken
You will encounter several types of reading materials into account. What other factors might the celebrity need
during this course. They aim to develop your ability to to take into account? Take some time to discuss this with
think critically about information as well as language. a partner.
Scenario or problem Potential choices or solutions

Considerations
celebrity environmentally-
friendly school for science
old shopping mall / waterway
?
bed and breakfast / mountain
silo / farmland
steel mill / outskirts of city
You will find that the problem-solving questions you Carefully read the information below. Then use it to
encounter in this course are similar to the kinds of decisions answer the exam-style questions that follow.
that you (or people in your society) make every day.
Therefore, the decision-making skills you develop in this
course can be very useful in your everyday life!
SCENARIO
A popular folk band just became famous with the release of their debut album,
Soul Sunshine. With the money they have earned, the band members have
decided to treat themselves to a holiday. Their aim is to use the time to bond as
a group and to get inspiration for their next album. They are planning a seven-day
trip in June.
Band budget = $5000 (includes flight and hotel accommodation; all food and leisure
activities will be paid individually).
BAND MEMBERS
58
Taren Kalif Bernie

• Certified hiking guide, • Exercises every morning • Gets car sick
and enjoys outdoor • Does not like seafood, • Didn’t budget any money for
challenges and thrill allergic to shellfish the trip but does not mind
activities specifically using his credit card
• Meditates every morning, • Doesn’t mind sharing a room • Dreams of producing music
so he prefers a serene and has no preference for bed some day
environment or cot • Has never seen the ocean
• Prefers his own room, not • Has just under $300 in cash before
open to sharing space available for spending • Still recovering from
• Studied history in college • Does not like being in the knee surgery; his doctor
and hopes to write a book sun for too long because he warned against prolonged
one day burns easily walking
• Does not drink or enjoy late • Enjoys night life and • Loves to cook and is
evenings out considers himself a ‘foodie’, a strong advocate for
• Prefers a vegetarian diet but though he does not cook buying locally; has a strict
enjoys fish on occasion at all vegan diet
(A) Lake Monroe Cabin Community

A quaint community with simple charm and natural beauty, situated on beautiful Lake
Monroe. Independently owned cabins available for weekly rental. At $1050, the ‘Simple
Life’ option includes double bed plus one bathroom with outdoor shower. Or, at $2800, the
‘Full Family’ boasts one detached bedroom with two double beds, living area with pull-out sofa
bed, kitchen and bathroom. The Community’s social centre has a pool table, billiards, library
and lounge areas. Full schedule of free afternoon and evening activities. Boating and eco-tour
excursions are available at a fee. There is a small village five miles west of the Community
with mostly small, locally owned shops and one cafe. Car rental is recommended, as no taxi
or shuttle service is available in the area. Farmers’ market is within walking distance.
(B) The Mountains at Teralina

This hotel is packed with luxury amenities including a heated indoor and
outdoor pool and hot tub, fitness centre and spa, continental breakfast, three
on-site restaurants, two lounges and one nightclub. Each balcony features a
two-person hot tub. A popular winter destination, Teralina is also known for its
world-renowned summer theme park, a 15-minute drive down the mountain. It
features rollercoasters, games and movie-inspired attractions. There is a bustling
commercial shopping centre and a string of restaurant chains nearby. Rates
average at $175 per night, and typically feature a choice of either two double beds
59
and a smaller bed or one double bed and pull-out couch option. On-demand
transportation and affordable taxi services readily available.
(C) Horn Valley Heights

The Heights is an exclusive high-rise overlooking the vast city lights and endless
skyline of Horn Valley. Room options are ready to accommodate every group, ranging
from standard, two-double rooms to small studio-style apartments. Rates range from
$210 to $495 per night. Serving as the central hub of the region, downtown Horn
Valley is home to small individual shops, up-and-coming craft pubs and bistros,
and spirited entertainment for the ‘young crowd’. The historical West Side is known
as Music Lane, where producers like Mic Masterson and Babes Alparez made their
millions. Complementary shuttle service to and from the airport. Guests can also
enjoy discounted rates for parking at the garage next door.
(D) Citra Beach ‘Stupéfiant’ Boutique

Pearl-white sands and lagoon-like waters are what set Citra Beach apart from any other beach
destination around, and this centrally-situated boutique hotel is just as unique. Located on
a seven-mile sprawl of private beach property, all 12 guest villas have immediate, beachfront
access. At a standard rate of $425 per night, each villa includes two queen-sized beds, sitting
area and small kitchen. Luxury extra beds available at $15 per night. Offers family-style eating
for all guests, which is included in the cost; all food is made in-house with locally grown
products by full-time gourmet staff. Yacht rentals, snorkelling, surfing lessons and parasailing
are among the beach attractions available. Bar and live music also available.
Other considerations
1 Free bike rentals are only available at the cabin location. They are available at a daily rate at the beach and city
locations. There are no bikes at the mountain location.
2 Annual shark migration patterns occur in the summer months.
3 The road into Horn Valley’s historic West End is under construction until October of this year. Some businesses and
restaurants have limited days/hours as a result.
4 The only room that does not feature a kitchenette option is the mountain location.
5 For an additional $80 per night, three of the beach villas offer an upgrade of a second floor including sofa bed, balcony
and hot tub.
6 Pet day care and animal-friendly services are available at the mountain apartments.
7 Mountain apartment guests get discounted rates into all theme parks, fast-track passes for the most popular rides and
attractions, and parking vouchers when visiting local shopping sites.
8 The beach location is a popular wedding destination, so the only week available in June is the same week as Bernie’s
37th birthday.
9 Museums exist within walking distance of the beach villa and the city high-rise locations.
ExAm-StyLE qUEStiONS 2
appear in both quantitative (numerical) and qualitative
(categorical) forms.
The activity you just completed was a form of data
1 Give three reasons why Kalif would choose option analysis. The travel and band member profiles plus the
C and give one point the group might raise to argue
list of ‘other considerations’ are each different sets of data
60 against his choice. [4]
which required you to discern their details before arriving
2 Explain why the band might collectively decide
at conclusions about them.
against option B. Justify your reasoning. [2]
3 Using both evidence from the text and your own The information you were given contained a mix of
opinion, give two advantages and two disadvantages quantitative data, such as the expense of something or the
of travelling with a group. [6] budget limits a band member had, and it contained qualitative
4 After considering the advantages and information, like dietary preferences or medical limitations.
disadvantages, explain which option you think is
most suitable for the entire band. You must restrict
Data is unique from prose, the other type of reading
your answer to the chosen option and not refer to material you will encounter in this course, because
the other options. [6] of the way in which it is presented: visually, spatially,
5 After considering the advantages and disadvantages, categorically, or other. Prose, discussed in the next
explain which option you think is least suitable for section, involves an ongoing flow of ideas presented all at
the entire band (since you already ruled out option once, as opposed to separately in sets.
B for the group in question 2, do not choose this as
the basis of your answer for this question). You must Analysing prose
restrict your answer to the chosen option and not
refer to the other options. [6] Analysing data can be challenging, but effective analysis
of prose can be equally demanding. Data, like poetry,
Total marks: 25
has a more distinct form. Prose, on the other hand, is
continuous and free-flowing writing.
Data analysis It is useful to compare the kind of questions you will
One way to assess your ability to reason logically is answer for logical reasoning and prose analysis. Logical
through data analysis. When we think of data, we tend to reasoning questions normally focus on:
think of this as numbers and statistics, but data can be • analytical comparisons
represented in numerous ways, such as on charts and in
• problem-solving
graphics, through images such as maps, and more. It can
• evidence-based judgement.
Prose analysis questions tend to involve: The most common forms of prose you will be asked to
• identifying elements of writing (i.e. tone, purpose, analyse include:
exemplification, style, structure) • news or magazine articles
• summarising or paraphrasing information in your own • essays
words • extracts from works of literature
• analysing words and phrases in context and their • speech transcripts
impact on the overall message.
• emails.
However, each set of skills is used to some extent in both
To practise your reading comprehension skills, read the
types of questions.
following article about travel and ‘selfies’. Then answer the
exam-style questions that follow.
Travel essay:
Selfies - are they ruining travel?
The Courier | Ute Junker | Sept. 3, 2016
Visiting any of the world’s most popular sights, from the that posting photos on social media has brought big 30
Trevi Fountain, to Buckingham Palace, to Old Faithful, benefits for the travel industry. According to Sue Badyari
is not unlike attending a rock concert; you will find that of World Expeditions, all those selfies posted by snap- 61
your view is obscured by a forest of outstretched arms, happy travellers are broadening our collective travel
5 brandishing camera phones instead of cigarette lighters. horizons. Badyari has seen a surge of sales in big-ticket
The camera phone has become an unavoidable part of the adventure trips such as the Inca Trail, the Great Wall Trek, 35
travel experience, one that is both a blessing and a curse, the Kilimanjaro Climb or the trek to Everest Base camp –
depending on who is wielding it. driven, she says, by images posted on social media.
There are plenty of travellers ready to sound off on the Destinations closer to home have also benefited from selfie
10 topic of how the selfie circus is destroying the whole travel fever. Rottnest Island, a day trip destination from Perth, has
experience. Selfie snappers don’t even bother setting foot seen a boom in visitation thanks to a social media campaign 40
inside monuments half the time, we are told; once they’ve encouraging visitors to take a selfie with one of the island’s
snapped a suitably attractive shot, they simply move on friendly quokkas. The island has seen a 6 per cent spike in
to the next monument. Grand castles, mighty glaciers, visitor numbers since the campaign was launched.
15 ancient ruins and scenic villages – all are reduced to
Not every destination is rolling out the red carpet for
providing backdrops for “panda travellers”, the type that
selfie snappers, however. In Mumbai, an epidemic of selfie 45
shoots, tweets and leaves.
deaths prompted Mumbai’s local government to declare
Personally, I am sceptical of this argument, which tends 16 selfie-free zones, the Washington Post reported this
to be long on invective and short on facts. Photography year. That followed a spate of 19 selfie-related fatalities,
20 has been an essential part of the travel experience since including three students who stopped for a selfie in front
the advent of affordable cameras. Who hasn’t reached for of an oncoming train. 50
a camera to preserve a pinch-yourself moment in a far-
The phenomenon is not limited to Mumbai. Similar
distant land? Would anyone really go to the Taj Mahal and
accidents have happened around the world, including
not take a photo? The Grand Canyon? On safari? And once
a 17-year-old Russian girl who died falling from a St
25 you have a photo, of course you want to show it off. Isn’t
Petersburg bridge and a 21-year-old Spanish man who died
posting a pic to Instagram just the 21st-century version of
trying to take a selfie atop a train. However, Mumbai is the 55
inviting friends and family over for a slide night?
first place to have introduced such legislation, with fines of
I’m not the only one who refuses to join the 1200 rupees ($24) levied on anyone who steps into the no-
condemnation. At least one senior travel figure argues go zones, which are principally scenic coastal spots.
One of the main reasons selfie snappers aggravate their Instead, Du Camp focused his camera on the area’s
60 fellow travellers is their tendency to get in the way. It’s ancient relics. To give a sense of scale of the massive
a problem that has existed ever since cameras became monuments, Du Camp included the figure of a man in
affordable, but that stretched-arm pose adopted by selfie many of his photos. Yet to modern eyes, however, it is 90
snappers does intrude further into other people’s space outrageous to see someone carelessly clambering over
than more traditional photo-snapping stances. ancient statues.
65 However, this is merely a symptom of a much larger Despite the lines of etiquette selfies tend to cross, there
problem, according to travel photographer Richard is another aspect of the travel selfie phenomenon that
I’Anson: the need for better camera etiquette across the is often overlooked. One of the reasons that they have 95
board. I’Anson, who leads photography trips to various taken off, I think, is because other souvenirs have largely
countries, notes that many people seem to assume that lost their lustre. We used to eagerly carry home exotic
70 holding a camera gives them a licence to intrude. items from our travels: carved jade from China, camel
hair caps from Morocco, carpets from Iran. In today’s
“The idea of photography ethics is something I talk about
globalised world, these hard-to-get items have lost their 100
on my photography trips,” he says. “As a photographer,
mystique. Chances are, the store down the road stocks
I try to do what I do as discreetly as I can; I know I’m
something similar; if not, you can always order it over the
intruding on people’s privacy. We have to be aware and we
internet. The glamour-backdrop selfie has taken over as
75 have to be sensitive and treat people with dignity.”
the way to prove your status as an experienced traveller.
Yet the issue of ethics is hardly a new phenomenon.
However, it’s worth remembering that both selfies and 105
Take Maxime Du Camp, the man behind what souvenirs are, in some ways, a distraction. Travel is not
was probably the world’s first coffee table travel just about what you see and do in a destination; it’s about
book. Accompanied by one of his friends – a then- the impact the destination has on you. For ultimately,
80 unknown writer called Gustave Flaubert – Du Camp destinations work on us like Nietzsche’s abyss: even as
took a trip through Egypt and Syria in 1849. Du Camp we try to capture them with a camera, they are also 110
62 recorded their travels using an early Calotype camera, capturing us.
and the photographs featured in a book that was
published upon his return. Abridged and adapted from an article by Ute Junker on
85 In those days, photography required long exposures, www.traveller.com.au, 3 September 2016
which made street scenes impossible to capture.
ARTICLE GLOSSARY
advent: the beginning of something monsters might take care lest he thereby become a monster.
condemnation: very strong disapproval And if you gaze for long into an abyss, the abyss gazes also
into you.’
Nietzsche’s abyss: refers to a quote by the German
philosopher Friedrich Nietzsche: ‘He who fights with
exam-style questions 3
Answer the reading comprehension questions 1–8. b the similarities between selfies and souvenirs, as
1 Identify two reasons why the travel selfie should be stated in lines 97–104. [3]
deemed acceptable in today’s society, as mentioned in 4 What do you think is meant by:
the article. [2] a Richard I’Anson’s term, ‘photography ethics’ (lines
2 Identify two pieces of evidence the author uses to 71–75) [3]
expose the drawbacks of mixing selfies and travel. [2] b the line about Nietzsche’s abyss that ‘even as we
3 Explain in your own words as far as possible: try to capture them with a camera, they are also
a Sue Badyari’s point of view regarding selfies as a part capturing us’ (lines 109–111)? [3]
of travel, as stated in lines 31–37. [3] 5 What is the author’s purpose for including the
information about Maxime Du Camp? Explain in your
own words. [2]
6 Explain, using your own words, how the author’s b to sound off on (line 9)
perspective about the travel selfie changes from 8 Using context as a clue, determine the meaning of the
the beginning of the article to the end. Justify your following words as they are used in the passage. Use a
response. [3] single word for each. [2]
7 Explain the meaning of the following phrases as they are a invective (line 19)
used in the passage. You may write the answer in one
b aggravate (line 59)
word or a short phrase. [2]
Total marks: 25
a rolling out the red carpet (line 44)
F Practising what you have learnt experiences as a writer, and any knowledge you have
gained in Unit 1, draft an essay.
Read the list of exam-style essay questions, all of
which concern the common theme of Celebrity culture.
Select one question from the list. Using your previous
exam-style questions 4
Answer questions 1–10. 6 To what extent should people be upset with the high
1 Evaluate the impact of celebrity culture on people aged salaries paid out to big name company owners, athletes
over 30 years old. [30] and/or entertainers? [30]
2 How far do you agree that celebrities can be considered 7 To what extent is a formal education necessary? [30]
role models for young adults? [30] 8 Should subjects like art, music and drama be removed
3 How far do you agree that celebrity contributions to from education to make way for core subjects like maths
charitable causes are beneficial? [30] and literacy? [30]
63
4 ‘The paparazzi have no right to interfere with the private 9 What do the movies offer that the stage cannot? [30]
lives of public citizens.’ What is your view? [30] 10 Is gossip ever justifiable? [30]
5 To what extent is the product a reflection of the artist? [30]
Summary
■ Setting a purpose for reading, and reading actively, can help you better understand a text.
■ It can help you to read closely and carefully if you mark the text and make connections to, and
between, what you are reading and the points you are noting.
■ Other reading strategies that support reading comprehension include re-reading, chunking
information and challenging perspectives.
■ Essential reading comprehension skills include the ability to:
o identify main idea, details, author’s purpose and tone
o apply information to form new ideas
o analyse information in order to make inferences or comparisons and to better understand
language used when communicating
o evaluate information in order to draw conclusions and make judgements
o communicate ideas through logical reasoning and paraphrasing.
■ Logical reasoning material may involve everyday problems and/or data analysis.
■ Prose comprehension questions tend to focus on elements of writing, words/phrases in context
and summary/paraphrase tasks.
Sample material from the Teacher’s
Resource
AS Level English General Paper

Teacher Resource
Introduction
Introduction to Cambridge International AS Level English
General Paper 8021
This course aims to develop both the reading and writing skills of your students and improve their
ability to think critically about contemporary issues. It also seeks to make them feel comfortable
with the English language. Since the skills and strategies featured in this course can easily translate
to the tasks found in other academic disciplines, the English General Paper can be viewed as a
foundation to a student’s over all academic experience.
Specifically, this course pursues three assessment objectives (AOs), which are:
•• Select and apply information (AO1)
•• Demonstrate analysis and evaluation (AO2)
•• Communicate, construct, and develop an argument using written English (AO3)
There are a number of skills you will need to target with your students in order to meet these
objectives:
•• AO1 skills include, students’ ability to understand what they are reading, and select information
and knowledge which appropriately applies to a reading comprehension or essay question.
•• AO2 skills include, students’ ability to interpret information on a deeper level than just summarising
it or explaining via example. To meet this objective, students need to be able to look into the
deeper meaning of information and draw evidence-based conclusions.
•• AO3 skills include, students’ ability to organise and communicate information in a way that is
clear, relevant and appropriate to their audience and purpose.
Cambridge International AS Level English General Paper Syllabus 8021

Specifically, there are two components to the new course: reading and writing. In the past, if
you previously taught the General Paper syllabus 8004, you only taught the writing component,
so be aware that the new syllabus adds another component to your teaching. For those who
previously taught General Paper 8001, you will already have been teaching both reading and writing
components. However, you should be aware that changes have been made to the aims and design
of each task.
An overview of the tasks in the new syllabus is given below.
Task: Stimulus: Format:

Writing Essay question Essay ranging between 600–700 words
Reading Prose passage Logical reasoning Brief, written responses to demonstrate
passage reading comprehension
1
As part of the new syllabus (8021), both categories of reading and writing are structured around the
same sequence of iterative skills:
Communicate
Evaluate
Analyse
Apply
Understand
However, the way in which these skills are accomplished differs within each task:
•• The reading tasks in this coursebook help students first understand and apply information they
are reading before interpreting (analysing) its deeper meaning and purpose. Eventually, students
should be able to distinguish between different perspectives raised and be able to evaluate the
quality, value and or significance of these ideas. Teachers can then determine if students have
achieved the aims of the course by their ability to clearly structure and communicate these skills
in the form of short, written responses.
•• The writing tasks in the course require students to first understand essay questions. This
includes the nature of the writing task and the parameters of the topic. Then, they must
generate ideas which apply to the question. As students offer evidence to support their ideas, it
is expected they analyse their input against other points and perspectives before arriving at a
judgment, or evaluation, of the issue. Once again, they will need to structure and communicate
ideas in a way that is clear and easy to follow, which again helps the teacher determine whether
students have mastered this scaffold of skills. The essays they write should be developed in the
form of an argument.
Content knowledge
A common misconception both teachers and students have about the AS Level English General
Paper course (particularly with regard to writing the essay), is that it is a test of knowledge.
Instructors who are teaching the course for the first time can, therefore, be overwhelmed by the vast
array of topics listed in the syllabus. As the syllabus points out, however, trying to cover every topic
certainly isn’t the aim (nor is it possible)! Instead, to alleviate the pressure of stretching your course
focus too thin, encourage students to pay attention in their other core subject classes; they can use
this knowledge to help them support their ideas in English General Paper. In your own course, it may
be helpful to design roughly 4–6 units which are organised by course topics listed in the syllabus,
aiming for range, interest, and variety when doing so.
Structuring your course

As you structure your course, keep in mind the iterative nature of the skill set shown in the diagram
above. The more practice students get through repeating the process in different contexts, the
better their chances will be in strengthening critical skills in reading, writing and thinking.
Another important point to keep in mind when structuring your course is that reading informs
writing. The coursebook approaches the learning process by helping students to observe other
writers first before attempting to use these same strategies in their own writing. By working with
well-structured reading passages, students can begin to see how effective writing is achieved.
It is important to point out that since this course covers contemporary issues, new information is
always surfacing. If you are to keep pace with developments in modern society, you will probably
2
need to locate additional reading sources outside this coursebook - those that best reflect both
recent events and your own society’s interests. Though the issues will continue to change and
evolve, the scaffold of skills outlined in this coursebook and its supporting resources will remain
unchanged, so let the approach outlined in the coursebook serve as a guide for continuing to
structure your course as issues arise and develop.
Introduction to the AS Level English General Paper

Teacher Resource
This Teacher Resource accompanies the Cambridge International AS Level English General Paper
Coursebook. It provides suggested approaches to teaching the AS Level English General Paper and a
range of downloadable resources for you to use in addition to the coursebook activities.
As this course involves the broad exploration of today’s issues, it is important that students have a
choice in what they learn based on interest and the impact of contemporary issues on their local
and international environments.
The aim of each lesson therefore is to demonstrate an active, student-centred approach to learning
which will prepare learners to take part in greater, global conversation. As such, many of the lessons
found in this resource feature project-based, collaborative tasks which require critical thinking and
problem-solving.
Timing the coverage of your course

Based on this design, the lesson plans found in this resource will sometimes require class time which
exceeds a single teaching period (i.e. something between 40 and 60 minutes). In other words, some
lessons can be covered in a single period; others may require several. Broader projects, which are
also included, may take up to two weeks to complete.
Teachers should be able to complete the activities in the coursebook, as well as all lessons within
the Teacher Resource within a single year. Suggestions are offered in each lesson plan for adjusting
time frames as and when necessary. Where possible, teachers are encouraged to create additional
lessons to further reinforce important key skills based on their students’ own needs.
Keep in mind that while each lesson plan offers suggestions for the amount of time to complete
the lesson, these decisions are ultimately best left to the teacher, who must base timing on the
unique circumstances of your school, class and the needs of your students.
Structure of the Teacher Resource

The Teacher Resource provides 15 lesson plans, each corresponding with the relevant chapter in the
coursebook. Each lesson introduces or reinforces the skills found in the corresponding chapter in the
coursebook and provides the following resources:
Resource Details
Lesson Plan •• Detailed instructions and guidance for delivering the outlined activity or
project
•• Suggested responses / answer key for activities found in the corresponding
coursebook chapter
Worksheets • Student-friendly handouts to support the project or activity, or specific
activities in the coursebook
Presentations • Student-friendly slides to accompany the activity or project outlined in the
activity; useful for streamlining the activity and keeping students on task
3
Each lesson plan follows the same structured format for delivering the lesson(s)/project by breaking
them down into a number of steps to help scaffold students’ learning:
Inquire
•• Activates students’ prior knowledge by asking them to think about what they already know about
the lesson’s content.
•• Sets the lesson in context and focus.
Acquaint
•• Models the skills which will be targeted in the lesson; usually a class-wide activity led by the
teacher to introduce format, order, skills, and/or approach to the task, so the students have a
point of reference once they begin more independent exploration in the ‘engage’ and/or ‘assess’
phases.
•• Alternatively, each lesson plan may include the set-up of an activity or preliminary
decision-making prior to the start of the activity such as defining group roles, selecting topics
for a project, or generating ideas for a task, etc.
Engage
•• Collaborative group, pairs, or independent assignment where students apply the targeted skills
of the lesson.
Assess
•• Measures student success by either asking them to hand in a completed product or to present it
to the class; submissions may be reviewed/marked in class (i.e. peer-editing) or via homework/
formative assessment (teacher-scored).
Reflect
•• Probes students to review learning; students are asked to think back on their learning experience
and offer insights gained; this may occur through class-wide discussion, but may also occur
through peer-editing sessions or through homework assignments, which extend learning and
review skills.
Style of the lesson plans

According to the Cambridge syllabus for AS Level English General Paper, the approach to this course
is one that encourages learners to be confident, responsible, reflective, innovative and engaged. The
lesson plans provided in the Teacher Resource are therefore designed with these aims in mind. Each
lesson features activities which are learner-centered and student-driven in order to build confidence,
engage learners and inspire innovative problem-solving. This kind of approach also helps students
to practice and develop the ‘soft’ skills they need (i.e. collaboration, communication, character,
empathy) to face the dynamic challenges of today’s society.
Class management
A creative approach to the learning process can enliven learning and allow students to co-create
their learning experiences, encouraging more meaningful and memorable engagement overall than
traditional ‘stand and deliver’ methods. It is the teacher’s responsibility to manage the collaborative
classroom environment accordingly. The success of lessons, like many of those featured in this
resource, relies on the teacher’s ability to maintain structure, while also fostering risk-taking and
encouraging curiosity.
4
Here are a few tips for class instruction and management in delivering the English General Paper
course:
•• Prior to an activity, it helps to discuss expectations for participation and behaviour, and set
ground rules based on these. It may even be a good idea to let students set these ‘rules’
themselves rather than the teacher!
•• Whole class discussions can be effectively managed using methods such as Socratic Seminars
(see the teacher resources for Lesson plan 1.3). Students are completely in charge of the
discussion, but the conversation is governed by clearly defined rules and roles:
•• The goal involves empathetic listening, relevant response and appropriate behaviours for
formal conversation, such as turn-taking.
•• The class is split into two halves, where an inner and outer circle of participants is created;
outer circle participants are in charge of keeping track of inner circle participants’ behaviours
(i.e. frequency of comments, agreements, challenges, use of evidence, off-task behavior, etc.),
and adding to their partner’s content by being a ‘life line’ for more information.
•• Inner circle participants use statement stems (e.g. ‘I can add on to what X is saying with …’ or
‘I understand what X is saying, but I am not sure about …’) to show respect and maturity during
conversation.
As students work collaboratively on tasks and projects, actively facilitate by visiting each group, or
pair, as frequently as possible in order to check their progress.
Share your observations aloud periodically to inspire the learning environment and to set time
markers for other groups.
If a presentation is part of the final product or assessment, invite groups up voluntarily to practice
what they have; this can help them adjust the flow of their work, while modeling for other groups via
example and/or non-example.
•• Conduct a random-selection assessment where you blind-select several students to share the
work they have or the knowledge/skills they’ve gained up to that point in the learning process.
Example: if students were working on a research assignment such as the one featured in Lesson
plan 5.1, you might invite 3–5 students at intervals throughout the class period to discuss the
credibility (see coursebook Chapter 3.1 Argumentative writing) of a source they recently found,
while seeking information on their topic
•• If you are consulting individually with groups, ask for some input from the other groups in
between. For example, after working with Group 1, you might ask Group 3 to share what they’re
working on with the class before moving on to your consultation with Group 2.
•• Displaying a digital timer on the board, or overhead, during activities can be an effective strategy
for keeping students aware of time and on task. In an exam situation, students will need to be
aware of and adhere to time limits, so this doubles as a means for making them comfortable with
deadlines.
•• The number of students assigned to a group is ultimately left to the teacher’s discretion and
is often dependent upon the task itself (e.g. a 5-lens jigsaw would require five students). As a
general rule, groups of three can be very productive because it distributes workload in a way that
is rigorous enough without overloading individual team members.
•• Peer assessment can be a very valuable tool in guiding students toward improvement, but
it is important to limit assessment objectives when doing so (e.g. scoring an essay based on
its organisational structure and use of examples only; scoring an essay’s use of commentary
only; etc.); otherwise peer reviewers can feel overwhelmed with commenting on ‘everything’,
which can lead to feedback which focuses on only one aspect of the writing (e.g. only marking
mechanical errors).
5
Answers to coursebook activities

Remember that while each lesson plan offers a set of suggested responses for the activities found
in each coursebook chapter, these are not always definitive. Most questions found in this course are
open-ended, where students must use analytical and evaluative skills to fuel their response, and
answers will vary.
When appropriate, model responses are offered, which can give the teacher an example to share
with students; but again, this should not serve as the sole example or measure right versus wrong.
When definitive answers are possible, a more concrete answer is suggested. Teachers should use
their best judgment in reviewing answers with students and allow them liberty to justify answers
accordingly.
6
Criteria for assessing an essay

You can this set of criteria to assess the effectiveness of an essay.
Select and apply Analyse and evaluate Communicate in written

information (AO1) information (AO2) English (AO3)
Effective •• Fully relevant •• Considers possible •• Communicates
•• Clear use and range of interpretations of ideas clearly
examples the question •• Consistently appropriate
•• Applies evidence and •• Defines essay scope register
examples appropriately •• Considers a range of •• Wide range of
perspectives vocabulary and style
•• Strong line of •• Controlled, accurate use
reasoning of language
•• Offers a judgement •• Ideas are well-organised
based on both and cohesive
evidence and
personal view
Competent •• Uses examples to •• Demonstrates an •• Communication is
illustrate, though some understanding of generally clear
are more relevant the question •• Register is generally
and appropriate •• Offers some appropriate
than others perspective •• Uses everyday
regarding the issue, vocabulary
though not as varied
•• Generally controlled use
•• Argument is of language, though not
generally logical always accurate
•• Regular use of •• Errors are present
evidence to support but do not impede
the line of reasoning communication
•• Some judgement is •• Coherent
passed, but it may
•• Organisation may be
be too broad or
inconsistent
irrelevant
Developing •• Lacks examples, •• Lacks •• Inconsistent
or examples lack understanding of communication;
connection to the question frequent errors impede
points raised •• Forms a basic communication
conclusion, though •• Basic or limited
it lacks insight vocabulary
•• Weak line of •• Language lacks control
reasoning and accuracy
•• Does not offer •• Response may
judgement or draw be fragmented or
conclusions about disorganised
the information
shared
1
Chapter 1.1: Syllabus Outline
Chapter 1.1 Syllabus outline
LESSON TOPIC: Utopia High School

project – an introduction to English
General Paper skills
Topic outline
Main skills: reading for comprehension; Resources needed:
paraphrasing; supporting ideas with relevant
Presentation 1.1: Utopia High School project
evidence; analysing information; making
decisions; communicating through multimedia Worksheet 1.1: Utopia High School
Outcome: multimedia presentation Copies of the Business Insider article ‘The 14

most innovative schools in the world’
Assessment Objectives covered: Relationship to coursebook:
AO1: Select and apply information Chapter 2.2 Planning and organising
responses
AO2: Demonstrate analysis and evaluation
Chapter 1.3 Reading comprehension
AO3: Communicate, construct and develop a
(spoken) argument Chapter 2.1 Summarising and explaining what
you read
Chapter 1.2 Core course knowledge
(F Key elements of an essay)
Chapter 3.1 Argumentative writing
(B Understanding arguments)
Chapter 1.2 Core course knowledge (E Choosing
your approach to the essay task)
(F Drawing conclusions)
Chapter 3.2 Exploring issues through discursive
writing (E drawing conclusions following a
discursive approach)
Overview
The Utopia High School project is designed to provide an overview of the key skills required for
the AS Level English General Paper 8021 course syllabus. In this project, students will use their
creativity to design the perfect school. The project is broken into four lessons to achieve this
purpose.
1
This project is a great way to begin the year because it:

•• supports an active learning approach to instruction
•• gives students immediate autonomy in the classroom
•• requires creativity and collaboration, which can make for a more comfortable learning environment
•• has all the key course skills built into the project, so teachers can refer back to these tasks
throughout the year as they scaffold learning
•• concerns a topic students are familiar with and likely to have an opinion on
•• introduces students to the concept of thinking about an issue with a global mindset.
First, students will think about their own knowledge and experiences in school before reading about
innovative schools around the world. After analysing the many features of these schools, students
will decide which features are best for their school’s purpose. Finally, they will ‘pitch’ their school
concept to a panel of judges.
An overview of the tasks as they relate to these skills is illustrated here:
• Activate prior
knowledge
UNDERSTAND (purpose of school)
• Read article for
understanding
• Select features
for their school
APPLY design
• Write a mission
statement
• Analyse features
ANALYSE • Consider
opposing views
• Design the best

EVALUATE option for a
perfect school
• Present school
COMMUNICATE design to a panel
of peer judges
Display these five key skills in the classroom during the project and frequently link the various
activities to them, to help students better understand the course design and how skills are sequenced.
For a more advanced approach, have students write journal entries after each lesson to explain how
the tasks relate to the course's three learning objectives.
Preparation
This project is meant to precede Chapter 1.1’s overview of the syllabus. Seeing the spectrum of skills
in practice first can help students understand course aims and expectations.
Read the article ‘The 14 most innovative schools in the world’ to familiarise yourself with each
school’s story.
2
LESSON 1
Enquire
1 Ask students to make some assumptions about why we go to school. List these assumptions on
the board. (Note: questions posed in steps 1–3 are listed on slide 2 of Presentation 1.1.)
Some assumptions students might generate are:
We go to school to:
•• learn about academic subjects
•• learn appropriate social behaviours and how to cultivate relationships
•• find out about what we are interested in doing as a career
•• get the basic skills we need to secure employment
•• learn responsibility and other character-building qualities.
2 Now ask students about your school’s purpose and how the school carries out that purpose.
How does the school approach the learning (both academic and social) process? How does it
measure and ensure success?
As you work through steps 1 and 2, share your school’s mission statement with your students.
3 Finally, ask students what (if anything) they would do to improve or change your school’s
approach to learning.
Acquaint
4 Share the article ‘The 14 most innovative schools in the world’ with your students. Ask them
to work in groups of three to write a mission statement for each school using approximately
40 of their own words. (This task appears on slide 3 of Presentation 1.1.) Note: encourage
students to find their own, unique way of describing the school’s mission or purpose as they
understand it.
5 For homework, have pairs/groups write down any questions they may have about the schools in
the article, below each mission statement. For example, if the school is for students up to grade
8 (age 13–14), students might wonder how well those students might get on in traditional schools
after leaving, or they might wonder where they go if not to a traditional high school.
LESSON 2
1 Working in groups of three, students discuss the benefits and drawbacks of each school featured
in the article. Ask them to record these observations in the table in section A of their worksheet
(Worksheet 1.1).
2 Once the table is complete, ask them to highlight the features of the schools that excite them
the most. They should be somewhat selective at this stage. (In other words, they should avoid
highlighting every feature!)
Engage
3 Now that students have a vision for what an ‘ideal’ school looks like, it is time to present them with
their challenge. Tell students that they will be designing and presenting their idea for a ‘perfect’
school. Their purpose will be to convince the audience to attend their school. Their audience will
be a panel of teenage judges who will select a challenge winner at the end of the task.
4 The focus question and instructions for this activity are as follows (see also presentation slide 4):
If you could design your own school, what would it be like and why?
Combine the concepts of three ‘innovative’ schools to create your own learning environment and
defend your choice of features.
3
5 Ask groups to think about the benefits they thought to be most exciting and to begin creating a
framework for their school:
•• Who will go to your school?
•• Why will students go to your school?
•• How will they learn at your school?
•• What is the goal of learning for students at your school?
6 They should record their answers in section B of the worksheet. Students can consider how these
questions apply to the innovative schools from the article, to help them apply the questions to
the school they are designing themselves.
7 With this information, ask students to write a mission statement that represents the purpose/
goals of their school (‘why do we exist?’). They should also give their school a provisional name
(this may change later in the process and that is OK!).
LESSON 3
1 Groups now need to select features from no more than three schools from the list. They are also
free to create their own features if a school inspires such innovation! Ask them to think carefully
about their combination of features, as they should aim to set their school design apart from
other designs by other groups!
2 For each feature, ask groups to justify why it is relevant to the mission statement. Record features
and justifications in section C of the worksheet.
3 As students select and apply features to fit their mission statement, remind them to consider
the local environment surrounding the school. Just as the innovative schools on the list
demonstrate, the purpose of their school should meet its audience’s needs (i.e. the context)!
4 Now that they have their features, ask students to think about why someone might not like these
features. What are their limitations? Record this analysis in section D of the group’s worksheet in
the ‘Limitations or objections’ column.
5 Ask groups to think about why someone might not want to attend their school. What concerns
might they anticipate from the judging panel and how might they handle these? Students should
have a plan of action for dealing with concerns and responding to them to position their school
as the ‘best’ possible option. Record these analyses in the ‘Response’ column in section D of
each group’s worksheet.
6 If they have not done so already, ask students to revisit the name they gave to their school.
As they have made various decisions during the design process, the focus of their school may
have shifted or changed. Evaluate their design information to ensure the name matches the
intentions of the school.
7 Groups should begin preparing an engaging presentation to communicate their design with the
audience. Use the presentation checklist in section E of the worksheet to review with them the
expectations of the assessment.
Assess
8 For the judging panel, seek out between three and five former students from your class and
have teachers in other subjects volunteer or recommend students to judge the competition. You
could also ask parents to judge the competition, as they are also involved in the decision-making
process for where their children go to learn!
9 The judging panel should use the presentation checklist (section E of the worksheet – also on
presentation slide 5) to assess students and provide feedback. Set rules in advance to avoid
going over the time limit and discuss appropriateness of feedback, interference or distraction
from other groups, and so on.
4
LESSON 4
Reflect and connect
1 Read Chapter 1.1 with students and officially introduce the course. As you work through the
chapter together, make connections between the skills students used in the Utopia High School
activity and the skills required in the course. This can help them understand abstract terms like
‘analyse’ and ‘infer,’ for instance.
2 See Teacher tips for additional reflection suggestions.
Teacher tips
1 This project intends to give students a topic they are familiar with and have an opinion about. It
also gives them a chance to be creative while practising the skills of the course. Most importantly,
it exposes them to a contemporary issue and gives them a voice in the matter.
2 As an introductory activity, this is a great way to get to know the various learning styles of
your students. Following this activity, talk with your students about what engages them most
as learners and where you can try to incorporate their preferences as part of this course. Set
goals together for learning, and design a path accordingly. You may also want to take this time
to lay some ground rules. If, for example, students enjoy working in groups, you might agree
to incorporate more student-driven learning if they keep to certain standards, such as on-task
working, full group participation and so on. As these standards are set, ask students how these
standards can be measured to ensure learning takes place!
3 Another follow-up option for this activity is to ask students to write their own individual essays
which address the activity’s focus question. They are welcome to use the ideas from their group
or they may include their own personal touches that may not have been accepted in the group
situation. These essays could serve as a starting point for you to get to know the initial writing
capabilities and needs of your students.
4 Allow students ample time to complete their task and be sensitive to nervousness when students
are presenting in front of an audience for the first time. Since it is a challenge, they will be excited
about sharing their ideas and ‘winning’. Remind them to be sensitive to other groups’ ideas
and encourage a sportsmanlike approach. The competitive edge, however, can be a nice point
of reference throughout the year when learning how to deal with different perspectives, for
example.
5 Allow students different media for presenting. For instance, they may put together a promotional
video to feature their school, or a live PowerPoint ‘pitch’, as long as they meet the aims of the
task. This can be a great way to introduce the idea of criterion-referenced assessments.
5
Worksheet 1.1: Utopia High School

A Benefits and Drawbacks
Use this table to record what you think are the benefits and drawbacks
of each of the 14 schools featured in the article ‘The 14 most innovative
schools in the world’.
School Benefits Drawbacks
1
B School Design
If you could design your own school, what would it be like and why?
1 School name:
_____________________________________________________
2 What kind of learners would your school cater for?
_____________________________________________________
3 Why would learners want to go to your school?
_____________________________________________________
4 How would learning take place to accomplish this?
_____________________________________________________
5 Write your school’s mission statement.
_____________________________________________________
C Key Features
List the key features of your school. (Remember: these should directly
support your mission statement!) You should use features from only three of
the ‘innovative schools’. You may also include your own ideas.
•• _____________________________________________________
•• _____________________________________________________
•• _____________________________________________________
•• _____________________________________________________
2
D Limitations or Objections
Consider the limitations to some of your features, or reasons others might
object to them. How will you respond to these potential setbacks?
Feature Limitations or Response

objections
3
E Presentation Checklist
Make sure that your presentation:
•• uses qualities from three schools
•• gives reasons why each quality is important to learning
•• makes comparisons with other options to strengthen points
•• identifies benefits of learning at this school
•• recognises limits to learning at this school
•• addresses opposing views
•• is creative and engaging
•• considers audience members
•• is well-organised and makes points that are easy to follow.
4
Answers to coursebook questions

Chapter 1.1 Syllabus outline
All answers were written by the author. In examination, the way marks would be awarded to answers
like these may be different.
Activity 1
Suggested responses for these sentences include:
Traditional stories should be preserved because they have the ability to influence behaviour
(OUTPUT). In fables, for example, characters’ actions and the consequences of choices they make
culminate in a moral lesson learnt by the end of the story (INPUT). For children especially, these
characters serve as examples for how to act and how not to act (INPUT). This serves an important
purpose as they develop a sense of self and establish their own values (OUTPUT). A classic case of
such stories are Aesop’s Fables (INPUT), which have a timeless ability to influence moral behaviour
(OUTPUT). One tale, ‘The lion and the mouse’, teaches its audience that ‘a kindness is never wasted’;
and ‘The fox and the goat’ teaches us to ‘look before we leap’ (INPUT). Based on the popularity of
these fables, it stands to reason that traditional stories can play a significant role in how we think
and act, which certainly makes them worth saving (OUTPUT).
Activity 2
a Relevant: relates directly to the topic.
Range: multiple/different examples and evidence and/or points of view to support.
Effective: fresh and engaging/enlightening to the audience.
b Recognises that the terms of the question can be interpreted in different ways.
c Sets limits to the depth and breadth of coverage.
d Maintains an even tone that matches the purpose.
e Avoids redundant (repetitive) language; ambitious word choice.
f Style, structure of sentences, creativity, rhetorical tools.
g Avoids overly emotional or insensitive language.
h Clear and enjoyable to read.
i Shows how ideas connect to enhance a point.
j Considers the issue from several points of view; judgement passed in light of information and
within reason.
k Structure applied; planned.
Activity 3
Answers will vary and should be justified, though students will likely see work as generally
competent within each of the three assessment objective columns.
1
LESSON TOPIC: Purpose and

audience ‘lottery’
Topic outline
Main skills: understanding how a writer’s Resources needed:
purpose and audience affects the way they
Coursebook Chapter 1.1 Syllabus outline
communicate; exploring contemporary issues;
reflecting on learning Presentation 1.2: Purpose and audience
Outcome: activity participation; improvised role Worksheet 1.2: Purpose–Audience–Issue

play presentation role play
AO1: Select and apply information Chapter 1.2 Core course knowledge
Chapter 1.3 Reading comprehension (B Setting a
purpose for your reading)
Chapter 1.3 Reading comprehension (D Essential
reading comprehension skills)
Chapter 2.1 Summarising and explaining what
you read
Overview
Today, we use many different media to communicate ideas. From blog posts to e-books, the ways in
which we share information are much more varied than the traditional speeches, letters and print
publications of the past. With each medium comes its own style of delivery. This lesson will help
students understand the importance of considering both audience and purpose in order to make
appropriate decisions when communicating.
Preparation
This lesson is meant to precede Chapter 1.2 Core course knowledge. Students will need to refer to
Chapter 1.1 Syllabus outline to complete step 3.
LESSON PLAN
Enquire
1 Arrange students in groups of four.
2 Review definitions of ‘purpose’ and ‘audience’ as necessary: see Presentation 1.2, slide 2. Ask
each group to generate a list of five-to-eight reasons why people write and a list of five-to-eight
different audiences these writers might target, using sections A and B of their worksheet
(Worksheet 1.2). Encourage students to consider the various media of communication (e.g. social
media posts, news articles, magazine features, YouTube videos) to help generate ideas. Slide 3 of
the presentation reproduces a social media post from Activity 8 of coursebook Chapter 1.3, for
discussion of audience and purpose.
1
3 Then ask groups to review the list of contemporary topics for the course listed in Chapter 1.1,
D Course content. Ask them to break down four-to-five topics into more specific issues and to
record these in section C of their worksheet (see example in slide 4 of the presentation, based on
the course topic of ‘Work and employment’).
Acquaint
4 Once groups have completed these tasks, create a class-wide list of the various:
•• purposes for writing
•• audiences that the writing is targeted at
•• specific issues facing contemporary society.
5 Write the ideas for each category on individual strips of paper and place these strips in three
separate piles or containers. Students will draw at random from these piles in the next steps.
Engage
6 Ask a group to volunteer to be first. Invite them to the front of the room. This group will model the
activity for the rest of the class.
7 To set up their task, ask this group to draw one slip of paper from each of the three ‘lottery’ piles
(created in step 5), which will provide them with a purpose, audience and issue for their role play
(see next steps).
Assess
8 Give the group ten minutes to create an improvisational role play which communicates the ‘issue’
to the appropriate ‘audience’ in order to achieve its ‘purpose’.
9 While the other groups wait their turn, ask them to discuss what kind of role play they would
design in response to this lottery draw. They should jot down their responses and pitch their idea
to you as you circulate in the room.
10 Once the volunteer group is ready, ask the other groups to assess them on their ability to:
a accomplish their assigned purpose
b effectively target their assigned audience
c address their assigned topic by providing relevant information
d approach the assigned issue in a way that is mature, sensitive and globally mindful
e creatively engage the audience.
Groups can give each other a score by awarding one point for each of the criteria a–e.
(Note: this presentation checklist also appears on slide 5 of the presentation.)
11 Once scoring for the model group is complete, the students in this group will become the
judging panel for the rest of the class.
12 The remaining groups should select from the lottery a purpose, audience and issue to guide
their role play.
13 The volunteer, or model, group from step 6 will then judge each performance using the criteria
from step 10.
Reflect and connect

14 Using a Socratic seminar (student-led, enquiry-based conversation) or another discussion
method, pose the following questions to learners to help them reflect on their process.
a How does audience affect the way we communicate?
b How does our purpose for writing/speaking affect the way we communicate?
c Which presentation was most effective in accomplishing its purpose and why?
d Which presentations tailored their performance to their audience most effectively?
2
e In what ways could groups have tailored their presentations to their purpose and/or audience
more specifically?
f Can you think of instances where actions or information were especially relevant/irrelevant to
the point being made?
g If you had more time, how would you change your group’s approach to the task?
Teacher tips
1 Instead of drawing the lottery options for the groups during step 7, members from different
groups could be asked to do this. Each group then plays an active role in designing the lesson
and feels part of the outcome of the volunteer group’s performance.
2 If students are having difficulty generating purpose, audience or issue ideas, complete this task
together as a whole class, helping the students by appropriate questioning.
3 Following the first role play from the model group (steps 8–10), invite students to discuss the
challenges of this activity: what worked well and what did not. Set ground rules for the rest of the
performances to optimise the learning experience.
3
Worksheet 1.2: Purpose–Audience–Issue

role play
A Purpose
Our reasons for writing will vary. The main purposes for writing are to inform,
convince or entertain. However, there are lots of other reasons which fall
within these categories.
List five-to-eight reasons you can think of why people write.
1 _____________________________________________________
2 _____________________________________________________
3 _____________________________________________________
4 _____________________________________________________
5 _____________________________________________________
6 _____________________________________________________
7 _____________________________________________________
8 _____________________________________________________
B Audience
In order to communicate a message effectively, it is important to first
consider who your audience is. You can then make sure your message meets
their needs.
List five-to-eight different audiences you can think of that you might write
for, or speak to.
1 _____________________________________________________
2 _____________________________________________________
3 _____________________________________________________
4 _____________________________________________________
5 _____________________________________________________
6 _____________________________________________________
1
7 _____________________________________________________
8 _____________________________________________________
C Contemporary Issues
Look at the topics listed in Chapter 1.1, D Course content, which may be covered
as part of this course. These can also be broken down into more specific issues.
Using the space below, write down four-to-five of these topics which interest
you. Break each topic into more specific issues which are prominent in
society today.
Topic: ___________________________________________________
Issues:
Topic: ___________________________________________________
Issues:
Topic: ___________________________________________________
Issues:
Topic: ___________________________________________________
Issues:
Topic: ___________________________________________________
Issues:
2
D Presentation Checklist
Make sure that your presentation:
•• accomplishes the assigned purpose
•• effectively targets the assigned audience
•• addresses the assigned topic by providing relevant information
•• approaches the assigned issue in a way that is mature, sensitive and

globally mindful
•• creatively engages the audience.
3

Activity 1
1 patchy and mixed up: inconsistent, confusing, unclear
2 rain on your parade: criticise or spoil something
3 last shot: last opportunity or chance
4 glory days: popular and/or busy period in time
5 turning a blind eye: intentionally ignoring
Activity 2
1 Error: plural versus possessive confusion: country’s or countries’.
2 Error: pronoun–antecedent lacks agreement: someone … he/she.
3 Grammatically acceptable, though a style preference exists regarding the use of ‘you’ (2nd person,
often reserved for speech).
4 Error: includes fused sentence/run-on.
5 Error: includes a fragment/incomplete sentence.
Activity 3
For the think-aloud activity, answers will vary, but students should address a-d in the process.
Activity 4
1 Similarities:
•• introduce topic
•• connect with audience’s existing knowledge or experiences
•• use concrete ideas that are relevant to the topic
•• language is academic
2 See answers in the following table.
Unique Tone Writer’s intention
Introductory Begins with an attention Educated, informative, To explain or inform, to
paragraph 1 hook advocates for educate or enlighten
Introductory Begins by addressing the Convincing; advocates To argue, convince
paragraph 2 current system; uses an for
‘appearance vs. reality’
approach to getting the
audience’s interest
Introductory Begins with a general Objective, curious To explore, consider,
paragraph 3 statement about the observe
topic; considers both
sides of the issue
Activity 5
Answers will vary, but should be anchored to the information provided in the ‘thesis statements’
part of the chapter.
1
Here are a few examples of potential thesis statements, which may be used as a guide:
Question 1: To what extent does modern communication bring us together?
Thesis Statement: To some degree, modern communication promotes a sense of unity, though it
can also be a tool that divides.
Question 2: Which do you prefer and why: the written or spoken word?
Thesis statement: As an avid reader, I’ve always had an affinity for the written word; but since the
true power of change comes from speech, I prefer the spoken word overall.
Activity 6
Suggested responses include:
a Too broad, unengaging; the audience was not alive during this time and is not likely to connect
with its content (i.e. use of phrases such as ‘technology has existed since the Neolithic Era’, ‘when
metal tools became widespread’ feel outdated and thus, hard to connect to).
b Probably more familiar to the audience’s experiences, so this one is more likely to engage them/
connect them with the topic (i.e. the reference to ‘once companies like IBM and Apple coined the
term ‘smartphone’ in the early 1990s’ gives this introduction a fresher approach to context).
Activity 7
Answers will vary, but should be anchored to the information concerning introducing the topic in
this chapter. Here are a few examples of potential introductions which correspond in some way with
the sample thesis statements provided in Activity 5–these can be used as a model or guide, but are
certainly not the only way to compose an introduction:
Sample introduction:
Once companies like IBM and Apple coined the term ‘smartphone’ in the early 1990s, it was clear
that communication would never be the same again. Today, we have the ability to use our phones in
a multitude of ways: to play video games, snap and edit photos, audio-record notes and even update
shopping lists. The vast majority of popular apps, however, are aimed at helping us stay connected
with the world around us. From social media platforms to Facetime, modern communication can
promote a sense of unity, though it can also be a source of division.
Question 2: Which do you prefer and why: the written or spoken word?
Sample introduction:
The written word has been around for a long time, yet Socrates himself feared that, with the advent
of writing, learners would suffer because they would no longer find value in memory. Similarly, with
every massive shift we’ve undergone to move from speech to text – from the printing press, to the
typewriter, to the 140-character Tweet on social media – there’s been a level of pushback in light of
the unknown. While it is true that speech has the power to spawn entire movements, increasingly, so
does a single Tweet on social media, which is why in today’s modern era, I prefer the power behind
the written – as opposed to the spoken – word.
Activity 8
The coursebook offers suggestions to follow up on this activity.
Activity 9
Student A repeats the words ‘wordless’, ‘music’, and/or the phrase ‘wordless music’ in nearly
every sentence of the paragraph, which can be repetitive.
2
Student B attempts to use synonyms to his/her advantage so as to avoid overusing language from
the essay question, while still maintaining focus on the topic; this helps the audience stay connected
in a fresh way.
Activity 10
Observations may include:
•• 1st body paragraph (line 6): establishes the point moral theme, which is then used in the next
paragraph to move seamlessly from one to the next.
•• 2nd body paragraph (line 12): uses ‘not only … but also’ as a transition between points.
•• 3rd body paragraph (line 20): changes direction through the transition ‘yet’.
•• 4th body paragraph (line 27): uses a ‘not only … but also’ approach once again to transition
between ideas which are similar.
•• 5th body paragraph (line 34): uses transitions such as ‘meanwhile’ and ‘too’ to manoeuver
between ideas and show a relationship between them.
•• 6th body paragraph (line 40): uses a seamless transition which shows contrast ‘it may seem …
but’.
Activity 11
Answers will vary, but should be anchored to the information concerning body paragraph
development in this chapter. Here is an example of a potential support/body paragraph to
correspond with one of the prompts from Activities 5 and 7 (this can be used as a model or guide,
but is certainly not the only way to compose a support paragraph):
Sample support/body paragraph:
Once companies like IBM and Apple coined the term ‘smartphone’ in the early 1990s, it was clear
that communication would never be the same again. Today, we have the ability to use our phones in
a multitude of ways: to play video games, snap and edit photos, audio-record notes and even update
shopping lists. The vast majority of popular apps, however, are aimed at helping us stay connected
with the world around us. From social media platforms to Facetime, modern communication can
promote a sense of unity, though it can also be a source of division.
If we consider this question from a political context, modern communication has done much to
unite society as we pursue change and improvement in our world. Beginning in the early 2010s in
the Middle East and Africa, for example, modern communication can be credited as being a primary
means of sharing and organising protests against politically corrupt regimes in countries like Tunisia
and Egypt. Around the same time in the United States, social media was being used to demand the
prosecution of the community watch member who fatally shot an unarmed youth. Many point to the
power of social media and hashtags to leverage demonstrations and organise protest against these
kinds of events.
In fact, hashtags, as a form of communication, have since helped citizens all over the
world communicate and organise in the name of political justice, from #oromoprotests to
#BringBackOurGirls, #NODAPL and beyond. In trying times of all sorts, modern communication,
particularly social media, can be credited for bringing us together in one voice to make change a
possibility …’.
3
Activity 12
Students will likely disagree with the statement that music without words is meaningless since all
but bullet points 3 and 5 support this, but do allow them to conclude otherwise provided their own
perspective bears logical weight!
Activity 13
Conclusion 1 is unique because it:
•• uses emotionally-charged language, such as clearly, critical, valued … expected, certainly, and a
series of counterpoints to strengthen the final message.
Conclusion 2 is unique because it:
•• addresses the various sides of the issue in a fair, matter-of-fact way
•• uses clear transitions to indicate a shift in the writer’s perspective toward a claim: though the
writer initially approaches the topic discursively, he/she picks a clear side in the end.
Conclusions 1 and 2 are similar in that they both:
•• are evaluative; in the end, a claim is made
•• use key words from the original question.
Activity 14
In order to distinguish the basic elements of the essay, encourage students to use the ‘Checklist’
found in the text feature just after Activity 14. The checklist provides a color system students can use
to identify the various elements characteristic to the introduction, body, and conclusion paragraphs.
The color-coded version of the following essay can be used as a guide for discussion.
How far do you agree that cartoons are for entertainment and nothing else?
When the average [American child turns on the television to watch afternoon cartoons], it probably
isn’t for the purpose of learning something new. Yet without even realising, the seemingly simple
adventures of our favourite characters are sometimes the source of our most memorable lessons,
from maths to music, even appropriate social behaviour. It is therefore worth arguing that cartoons
serve a serious purpose beyond mere entertainment.
Beyond their traditional duty to entertain, stories are usually built around a moral theme – or
a lesson learnt – and cartoon stories are certainly no exception to this rule. One of the most
classic examples of this occurs in Charlie Brown’s ‘Thanksgiving’ episode, where the moral value
of gratitude is taught. During the show, Peppermint Patty invites herself to Charlie Brown’s
Thanksgiving dinner; yet when she arrives, she complains about the food instead of being thankful
for it. Using a situation not uncommon to our everyday lives, a show like this can easily equip its
audience with a better understanding of how to treat others, which is a serious lesson to learn.
Not only are important moral messages conveyed through individual episodes, they can also be
central to entire characters. Since the behaviour of these figures tends to reflect our own cultural
values, children and adults of all ages fall in love with the characters of popular cartoons. In so
many instances, a two-dimensional cartoon becomes a 3-D role model we look up to. For example,
when the GI Joe cartoon was made in the 1980s, viewers admired this soldier’s patriotism and
commitment to ght against evil. Similarly, He-Man’s great strength made him an ideal role model for
children, as did She-Ra. Through the choices they make, these characters model traits we admire,
such as bravery and mental might, making it plausible that cartoons have a bigger purpose than just
leisurely enjoyment.
4
Yet there are other characters whose outlandish behaviours might not seem like they are meant to
stretch beyond the realm of action. Characters of ‘chase’ cartoons like Tom and Jerry, for example,
probably don’t teach much in the way of cultural values, yet there is still something to be said
about what children can learn in terms of action and consequence. When Wile E. Coyote’s absurd
inventions to catch the speedy Road Runner fail, or when Pinky and the Brain’s grandiose plans to
take over the world back re, children are somehow absorbing Newton’s Third Law of Motion: for
every action there is an equal and opposite reaction. In this sense, even the most simple-minded
scenes can possess something of value when it comes to the way we behave.
Cartoons teach us many lessons about life, but they can also teach us academic lessons, too.
Most viewers, young and old, do not even realise that they are being educated when tuning in to
television, but the academic impact is sometimes undeniable. For younger children, consider the
1990s cartoon series, The Magic Schoolbus. The purpose of this show was to increase interest in
science for girls and minorities, two groups who were falling behind in the subject nationwide.
The show covered topics like gravity, the stars, honey bees and the wetlands, among others. The
producers wanted to encourage a more balanced interest in science, and their vision proved that
entertainment could be merged with serious educational purpose.
Meanwhile, high-school students can reap the academic benefits cartoons have to offer, too. For
struggling readers, it might be difficult to understand the message being expressed in a classic work
like Harper Lee’s To Kill a Mockingbird, for instance; but the X-Men cartoon series, which deals with
the same issues of racism, segregation and isolation, makes these concepts much more accessible
through animation. The characters’ struggles with being different clearly demonstrate how serious
literary themes underpin modern cartoon entertainment.
It might sound like make-believe, but the foundation of many television cartoons is built on the story
of our own reality. As a culture, we use the art of storytelling to communicate how we experience
the world around us. No matter how outlandish, characters are a reflection of our culture, and their
actions therefore serve as both example and non-example for *how we should behave*. [Thus, while
television cartoon shows may traditionally be loved for their light-hearted humour, they should also
be recognised for the very real *wisdom* they impress upon us.]
Exam-style questions 1
1 Difficult to find speakers who live in remote areas; few speakers; lack of practice with minority
languages/displaced by socially, politically or economically dominant one; children no longer
learning minority languages.
2 marks: award 1 mark for each reason listed
2 Award approximately 1 mark per 10 words; explanation may note that:
•• language is used to transmit culture
•• storytelling preserves tradition
•• without these, heritage disappears.
3 Award 2 marks for identifying the reason why parents choose not to teach the language (i.e.
financial, professional) and 2 marks for explaining the rationale behind this (i.e. parents’
obligation to ensure child’s future success, so if the language cannot be used in one’s career, time
would be better spent on dominant language).
4 Award 2 marks for identifying the most compelling reason, award 3 marks for the use of text
evidence to support and award 3 marks for using present-day knowledge to support.
5
5 i Suggested answers:

•• imperiled: threatened, endangered, vulnerable
•• degrade: deteriorate, decline, wither
•• teeter: falter, waver, stagger
Award 1 mark for each accurate definition
ii Award 1 mark for each sentence that accurately uses the term in a new context.
Answers will vary, but should be anchored to core course knowledge regarding essay elements, as
it is presented in this chapter. Refer to the coursebook Chapter 1.1, section E Criteria for assessing
essays for more guidance on assessing essays.
Activity 15
Answers will vary, but students should be able to justify (using the criteria) their assessment of one
another’s work.
6
LESSON TOPIC: Deconstructing and

constructing movie trailers
Topic outline
Main skills: critical reading skills including main Resources needed:
idea/details, tone, author’s purpose, making
Presentation 1.3: Critical reading skills
connections, inferring, arriving at new insights
Worksheet 1.3a: Socratic seminar
Outcome: whole-class discussion; small
observation form
group activity/analysis; small group project/
presentation Worksheet 1.3b: Socratic seminar
conversation starters
Worksheet 1.3c: Critical viewing – deconstructing
movie trailers
Worksheet 1.3d: Constructing your own
movie trailer
Google Slides or other presentation
medium (e.g. iMovie)
AO1: Select and apply information Chapter 1.2 Core course knowledge
(G Benefits of critical reading)
AO2: Demonstrate analysis and evaluation
Chapter 2.1 Summarising and explaining what
you read
Chapter 3.2 Exploring issues through discursive
writing (E drawing conclusions following a
discursive approach)
Overview
In order to write well, it is important for students to also read well. By observing the writing
techniques and strategies used by others, students can adopt these and adapt them to form their
own style. Chapter 1.3 helps students to develop the critical reading skills they need to understand
and analyse information before putting writing strategies into practice themselves later in the course.
Preparation
Lesson 1 relates directly to Activity 2 in Chapter 1.3. Before the lesson, read through the advice under
Re-reading (in coursebook section C Strategies for close reading).
1
Before starting Lesson 2, students will need to have read Chapter 1.3 up to Words and phrases in
context (in coursebook section D Essential reading comprehension skills).
LESSON 1
In this lesson, students engage with a text using a student-centred discussion method meant to
encourage inquiry and critical thought. This can help students think about issues on a deeper level,
which is what we want them to do in the context of essay writing as well.
Enquire
1 Ask students to think about the various stories they hear about the lives of celebrities and/or
the problems they face. It may seem that the lives of famous people are nothing like the lives of
ordinary individuals. Ask students to draw some connections and parallels between their own
lives and experiences, and those of the celebrities they know. Are there times when a celebrity’s
story is similar to your own society’s experiences, triumphs and/or struggles?
Acquaint
2 Students should read the article ‘An Ethiopian runner makes a brave gesture of anti-government
protest at the Olympic finish under Making connections’ (in coursebook section C Strategies for
close reading).
3 Ask students to look over the questions in Activity 2 in preparation for the tasks in this lesson.
Engage
4 Using the questions from Activity 2, ask your students to engage in a Socratic seminar by
completing steps 5–13.
5 One type of Socratic seminar is called the ‘Fishbowl’, in which two circles of students play
different roles during the course of the conversation. Split the class in half. One half will be called
the ‘inner circle’ and the other half will be called the ‘outer circle’.
6 Ask the ‘inner circle’ to arrange their desks in a circle.
7 Now ask ‘outer circle’ members to pair themselves with a member of the ‘inner circle’ by sitting
directly behind their partner.
‘Inner circle’ members will participate directly in the conversation; ‘outer circle’ members
will track their ‘inner circle’ partner’s involvement in the conversation and also offer insights
to assist.
8 The teacher’s role in the Socratic seminar is minimal. At intervals throughout the conversation,
you will introduce the four questions from Activity 2 for students in the ‘inner circle’ to respond
to, but, other than that, the teacher should remain silent and allow students to organically lead
the conversation.
9 Use Presentation 1.3 as a visual to keep the conversation focused and flowing. It contains the
four questions from Activity 2 (slide 2), as well as a list of expectations to remind students of their
responsibilities during the discussion (slide 3).
10 Ask ‘inner circle’ participants to refer to the questions in Activity 2/slide 2 during the
conversation. Also, distribute Worksheet 1.3b to this group, so that they can use the conversation
starters to help them formulate their thoughts during discussion.
11 Distribute Worksheet 1.3a to ‘outer circle’ members and tell them to use it to keep track of
their ‘inner circle’ partner’s participation behaviour. They do this by ticking a box each time
they see their partner do one of the listed actions, whether positive (e.g. ‘Asks a question’)
or negative (e.g. ‘Interrupts another speaker or makes insensitive remarks’). Students should
use the back of the worksheet to record thoughts of their own to add to the conversation
as it develops.
2
12 Ask for a volunteer to lead the discussion or assign a leader. Pose the first question from Activity 2
to the ‘inner circle’ of participants and let them begin. Keep in mind that there are four questions
in Activity 2, so allocate time accordingly.
13 Before moving on to the next question, allow ‘inner circle’ participants to turn to their ‘outer
circle’ partners for additional insights, or give ‘outer circle’ participants a chance to each speak
for 15 seconds, one at a time.
Assess
14 Because their participation behaviours are being observed by their partners, ‘inner circle’
participants are naturally motivated to contribute to the discussion. You can therefore use the
observation form submitted by ‘outer circle’ members to assess and praise the participation of
both groups of students.
15 Another option for assessment might include preparation work that you could ask students
to do prior to the discussion. For example, all students could complete a set of two-column
notes which address the four questions in Activity 2. In the left-hand column, students write the
question and the text evidence they mean to address, while in the right-hand column they offer
their own response to the text (e.g. similarities noticed, connections made). This requires all
students to think critically about the questions prior to the event, to stimulate a more meaningful
conversation and encourage ‘outer circle’ students to participate in the discussion.
16 As a follow-up, assign a second article with a different set of focus questions and repeat the
Socratic process. This time, invite the two circles to reverse their positions (inner to outer, outer
to inner). This allows a thorough assessment, helps to develop discussion skills and makes
students more comfortable with the process in general. You might allow students to select this
second article, or reading passage, and to write the focus questions.
Reflect and connect

17 Once all students have completed their task, ask them to think back on the challenges they
faced during the discussion. What insights has this activity given them, particularly about
understanding information, making inferences, formulating new insights and understanding the
thoughts of their peers?
LESSON 2
In this lesson, students will deconstruct a movie trailer – as they would deconstruct the component
parts of a text – to see how it communicates its message effectively.
Enquire
1 Ask students to name some of their favourite recent films. How did they first hear about these
films? They may have seen a movie trailer on television, prior to another film at the cinema, or
online. Ask them to think about the purpose of movie trailers and how they accomplish that
purpose.
Acquaint
2 Watch a movie trailer with your students that will engage their interests. On Worksheet 1.3c, ask
students to complete the information for section A, which asks them to identify the:
•• main idea
•• tone
•• audience
•• author’s purpose.
3 Ask students to share and develop their responses with a partner before sharing them with the
whole group.
3
4 Now ask students to work in pairs to complete section B of Worksheet 1.3c, which asks them
to analyse how the various components of the movie trailer work together to accomplish its
purpose, including:
•• visuals
•• sound
•• word choice
•• organisation of ideas/images
•• other.
For this step, you may need to watch the trailer again several times. Students should offer evidence
from the trailer to support their ideas.
Engage
5 Now ask each group to present a trailer of their choosing to see how well they are able to critically
deconstruct its component parts.
Assess
6 As a final task, students use their knowledge and understanding of how we organise information
in order to communicate – they do this by creating their own movie trailer. This should be for an
imaginary documentary. In groups, ask the students to:
a identify a real-world issue their imaginary documentary might explore
b write a main idea statement or a summary of what their documentary will explore
c identify their purpose for creating their documentary
d identify the audience and the tone required
e design a two-minute trailer to introduce the documentary concept they have created – they
will need to consider the appropriate word choice, sound and visuals to accomplish their tone
and purpose
f choose an appropriate medium (e.g. iMovie, YouTube).
Students can use Worksheet 1.3d as a checklist for this final task.
Slide 5 in Presentation 1.3 has a list of instructions for this task which you can display for students.
If the critical reading terms on this slide are unfamiliar to your students (e.g. main idea, tone,
inference), then use Slide 4, which contains brief definitions for these terms, as a reference. Slide 6
provides a performance checklist, which you could use here or after step 7 to help assess each
trailer.
Reflect and connect

7 Watch the students’ trailers together as a class. Ask different groups to identify main idea, tone,
etc., and rotate these tasks; ask them to offer evidence from the clips to support how the purpose
and tone are accomplished.
Teacher tips
LESSON 1
1 Emphasise the value of this kind of activity, in which students are given control and responsibility
for the success of the discussion. Insights gained are part of a real-world conversation going on
around them, so their ideas have value and are welcomed.
2 Encourage organic participation and acknowledge any leaps and risks in thought. Be aware
that students may feel vulnerable and lack confidence in this activity, so positive reinforcement
is crucial.
4
3 Though silence can be awkward, embrace it. Let students work through the silence and
acknowledge that it is not wrong to be silent as a form of reflection.
4 Set ground rules prior to the start of the activity and allow students to co-write these rules. Give
students an overview of the benefits of the activity, discuss expectations and allow them to
determine what is appropriate behaviour and what is valued in this task.
LESSON 2
1 As an alternative to the pair work mentioned in step 3, you could allocate a component to each
group – you would then only need to watch the trailer again once, with each group focusing on
their allocated component (i.e. visuals, sound, word choice, etc.).
2 To deepen students’ analysis of movie trailers, ask them explore other movie trailers, this time
looking at movies from the past and present from similar genres, to see how similar purposes are
accomplished in different ways depending on the context.
3 As an alternative to the format in step 5, groups could select their own trailer and prepare an
‘answer key’ by analysing the trailer themselves, before challenging another group with the one
they have selected. Groups can then use the ‘answer keys’ for peer-assessment.
4 As an alternative to the electronic media suggested in step 6, students could create a
paper-based storyboard, live performance or another similar format.
5
Worksheet 1.3a: Socratic seminar

observation form
Person observing:
Person being observed:
Observe your partner during the activity. Place a tick in the first box under each listed behaviour if
you see your partner do that action. If they do it again, place a tick in the next box and so on.
Positive behaviour
Speaks in the discussion:
Refers to the text:
Asks a question:
Responds to another speaker:
Negative behaviour
Interrupts another speaker or makes insensitive remarks:
Talks about something not related to conversation topic:
Use the back of this sheet to record observations, comments and queries.
1
Worksheet 1.3b: Socratic seminar

conversation starters
To start the discussion
• The part of the text that said ____________ reminded me of ____________.
• A strong piece of evidence I found in my own research in favour of/against the issue came
from (source), stating that ____________. I think this is a valid point to raise because
____________.
To agree /add to / strengthen
• To add to what (name of person) just said, I think/noticed ____________. This reinforces (name
of person)’s point because ____________.
• (Name of person) just mentioned ____________, which makes me think of____________.
To disagree with someone’s point
• While I value (name of person)’s point, I disagree. My perspective is that ____________ refutes
(name of person)’s point about ____________ because ____________.
To clarify/ask for clarification
• I think what (name of person) is trying to say is ____________. This is a valid point because
____________.
• I’m not sure I agree with what (name of person) just said. Can you clarify what you meant by
____________?
• I’m not sure I trust (name of person)’s evidence. Can you clarify where you obtained this
information and justify how this source is considered reliable?
To synthesise/draw conclusions
• Based on the points that (name of person) and (name of person) contributed, it seems likely / it
might be plausible to conclude that ____________.
• After considering the fact that ____________, I’ve changed my mind about ____________
because ____________.
• If ____________ is true, then I think ____________ makes sense because ____________.
2
Worksheet 1.3c: Critical viewing –

deconstructing movie trailers
A Identifying tone, audience and purpose
Watch the movie trailer provided by your teacher. Complete the table.
Main idea
Tone
Audience
Author’s purpose
3
B Analysing technique in the trailer

How does the movie trailer accomplish its purpose? Complete the table by analysing the elements
of the video, identifying evidence which relates to the tone, audience and purpose you identified in
section A.
Visuals
Sound
Word choice
Organisation of ideas/images
Other
4
Worksheet 1.3d: Constructing your own

movie trailer
Use the checklist below to help you create your own movie trailer.
• Identify a real-world issue your imaginary documentary will explore.
• Write a main idea statement or a summary of what your documentary will explore.
• Put into words your purpose for creating your documentary.
• Identify your intended audience for the film and the tone you want to achieve.
• Design a two-minute trailer to introduce the documentary concept you have created. You
should carefully select words to achieve the tone and purpose you want, for instance, and
choose appropriate sound and visuals in the same way.
• Use any medium you like (e.g. iMovie, YouTube), as long as your content is original and engaging.
5

Activity 1
Answers will vary. Provided students are able to demonstrate interaction with the purpose-setting
questions, they will have satisfied the requirements for this activity.
Activity 2
Answers will vary based on region and experiences.
Activity 3
Suggested answers (but accept other logical responses supported by textual evidence):
1 Defiance of set Olympic rules; political dissent is not tolerated in Ethiopia.
2 Students may note any of the following:
•• Students asking the government to stop city expansion to avoid encroaching on
surrounding rural lands, which would negatively affect the livelihood of farmers and
agriculture in the area.
•• Challenging the dominance versus under-representation of certain ethnic groups in key
government positions.
•• Demanding action on the greater questions regarding freedom and identity, as well as
self-rule and cultural representation (i.e. language).
3 Supporters raised nearly double this amount in under 24 hours; he would live comfortably if he
had to remain abroad for an extended period of time.
4 Possible answers:
•• blatant
•• bitter
•• matter-of-fact
•• transparent
Potential justifications may note that the author’s use of the word ‘torture’ and the phrase like
‘nothing else’ add an edge of seriousness and directness to the author’s message which is why
‘blatant’ or ‘matter-of-fact’ may, for example, be appropriate tones. Also, students might note
that as a free speech advocate, the speaker is inclined to address the government in question
with caution or potential distrust.
5 Though government officials speak their support for Lilesa by not showing footage of him at the
finish line, they do not appear to stand behind this support in action.
Activity 4
Students may break the text down in any number of ways. The following are guidelines.
Paragraphs 1–2: Introductory material
The author introduces the claim that, while Bollywood has inspired fashion for years, this is less
apparent today due to fears of criticism now that fashion is more widespread.
1
Paragraphs 3–4: Perspective 1

Kumar’s perspective is that once the industry starts designing for the entire film and not just the
individual, fashion will advance once again.
Paragraphs 5–6: Examples to establish context of past
The popular fashion trends set by actress Madhubala’s Anarkali character; wedding trends set by
Madhuri Dexit’s styles, the sari’s reappearance, etc.
Styles are a more subtle part of the narrative today, as filmmakers attempt to present a more
realistic storyline.
Trend-setting is for the mindless; movies are more about the talents of the actor and how he/she
conveys the story through movement and expression.
Activity 5
Responses will vary, but the following are suggestions.
Understanding
1 Email 1: Seeking legal representation
Email 2: Junior team rep for Cooper case
Email 3: Cooper case – count me in!
Email 4: Cooper Sands case: permission to lead requested
Email 5: Cooper (or, ‘I’ll take Cooper’)
Email 6: RE: police report, protocols
2 a Philo: enthusiastic, personable, productive, curious
b Julie: formal, firm, confident, nervous
c Warren: casual, pretentious
3 A number of responses may be acceptable, some of which might include:
•• professionally-motivated, career-driven
•• dedicated to the firm
•• success-oriented
•• responsible.
4 Conversational, relaxed
5 Julie Paremen is explaining why she is fit for the position. Use paragraph 2 to highlight aspects
of her skills and experience that are particularly relevant to this case and to win her boss’s
confidence that she deserves the opportunity.
6 a beginning: relaxed, casual
b end: pretentious, self-conscious, patronising
Applying
1 Mr. Eloi is seeking a lawyer to represent his client, Cooper Sands, who was arrested after his
concert for allegedly causing damage to a hotel room.
2 Philo is concerned with the fact that the fire extinguishers, which should have been used at the
scene of the fire, were found elsewhere, therefore seeming suspicious. This may be causing him
to doubt the behaviour of the musician.
2
3 Answers will vary, but potential responses may include:

•• constantly under scrutiny and criticism
•• pressure to maintain reputation
•• pressure to maintain a fresh and appealing profile
•• personal dealings become vulnerable to public concern
•• expected to exceed successes of the past
•• desire to leave a legacy.
Analysing
1 Julie: (overly) formal, treats her email as an interview for the position
Warren: (overly) informal, perhaps taking his position at the firm for granted by assuming his
experiences there automatically deem him capable for the position
2 Answers will vary, but evidence from the text is required to support ideas. Answers may mention
that Malik is:
•• a firm leader – delegates responsibility, is direct in communication style
•• professional – speaks respectfully to his workers
•• fair – opens the position to all
•• authoritative – refers to himself as the ‘superior’, demands adherance to protocol
•• success-driven – carefully selects cases which are ‘textbook’, may be attracted to ‘high profile’
cases for the sake of reputation.
3 Answers will vary, but may include the fact that this case associates his firm with a high profile
figure is good for his firm’s reputation, since it appears to be easy to win.
4 Standard, uncomplicated, easy to defend
5 Eloi: professional, offers his full name and title
Malik: absolute, offers only his initials so as to indicate that, in his position, he can sign his name
as he pleases; may also indicate comfort and/or familiarity with his employees so he does not
need to write his full name/title
Philo: warm, first-name basis along with a gracious closing line
Julie: professional, perhaps determined to establish herself as an authority, as she includes her
credentials with her full name
AQ: I think Warren: overly casual, perhaps inappropriate as he signs his name with even less than his own
there is boss; attempts to match the authority of his boss or liken himself to his boss/follow the boss’s
some
missing form when signing emails
text in the 6 Possible answers:
sentence
`…as he a Going too far professionally, taking one’s assumptions or behaviours too far/beyond
signs his normal expectation.
name with
even less b Try it.
than …’
Less than c No possibility of finishing soon.
what? d In my care, as part of my responsibility.
7 Possible answers:
a interested, enthusiastic, anxious
b viewing, consideration, inspection
c accusations, charges, claims
d careful, thorough, cautious, attentive
e firm, tough, uncompromising
3
8 Possible answers:
a Following the break-in, the audience were keen to find out all the details in the evening news.
b The team of scientists left their notes for the head researcher’s perusal.
c After the man had spent eight years in jail for armed robbery, DNA results confirmed his
innocence and the allegations were lifted.
d The meticulous placement of each colourful dot is what makes Monet’s talents rise above
the rest.
e Authorities no longer believe in the effectiveness of hard-line programmes which aim to
‘scare’ juvenile delinquents away from prison.
9 Authoritative (‘strict condition’, ‘as your superior’, ‘stick with the protocol’)
Evaluating
1 Answers will vary. Use the following table as a guide for potential responses.
(+) (–)
Philo •• Professional •• Potential bias/conflict of interest in the case
•• Personable •• Busy
•• Productive
•• Organised
•• Experienced
Julie •• Professional •• Busy, potential conflict with personal life
•• Driven •• Confident on the outside, but potentially self-conscious/
•• Determined nervous/unsure of herself
•• Organised •• Determination might be in interest of proving herself
•• Prepared
Warren •• Experienced •• Somewhat inappropriate/unprofessional
•• Willing to •• Lax, may miss important details
collaborate •• Clear schedule might indicate he is not a preferred/
effective lawyer
2 Answers will vary. Use the table as a guide for potential responses.
3 Answers will vary. Possible answers:
•• Avoid criticising others.
•• Start email with his experiences and successes over the years to compete for the position, like
everyone else.
•• Be more tactful in showing a willingness to collaborate (i.e. mentorship to new colleague
Julie, or assistance to a busy Philo) instead of ‘I would be satisfied with’.
4 Answers will vary. Students should support reasons with evidence from the text and present
ideas logically.
Communicating
1 Answers will vary. Qualities should be directly relevant to the case.
2 Answers will vary. Students should provide at least one of each and justify their answer.
3 Answers will vary. Questions should be distinct from one another and attempt to uncover
information in different ways.
4
Activity 6
Scenario 1
Main idea: The media has no right to Subsections of the article
probe into the lives of celebrities
Celebrities Legal Protecting Other
Details fight back situation privacy opinions
Article 3 of the Universal Declaration of
Human Rights states that ‘everyone has
✓
the right to life, liberty and security of
person’. Celebrities are no exception.
Companies like InkBlot are offering
services to help celebrities who are
harassed by the paparazzi. They will
get rid of imperfections in our digital
footprint, but for a cost. Sports figure
✓
Halo Gordon had to pay the equivalent
of $50 000 to remove incriminating
photos found in his private social media
account which suggested potential use
of performance-enhancing drugs.
The paparazzi have sometimes
provoked celebrities to violence.
Consider last month’s incident where
teen actress Suki Bowser intentionally ✓
ran over the foot of a journalist as he
tried to photograph her leaving popular
night club, Renegade.
In defence of the media, fashion
designer Mikhail Marks mentioned in
an interview: ‘The minute you steal
that place in the public eye, you sign
an invisible contract that hands over ✓
your personal world. Even the brand of
pet food you use goes public. It doesn’t
matter if you asked for it. You just have
to deal with it.’
Scenario 2
Just like news articles, scientific reports also break down long texts into smaller subsections. In
this scenario, a psychologist is drafting a report regarding the influence of celebrities on teenage
appearance. Review the details of her findings, then decide in which section of her report each detail
should appear.
5
Main idea: Celebrity culture sets Subsections of the article

examples that can have irreversible
effects on the health of adolescents
Fad Eating Case Further
Details diets disorders study research
Dysmorphia (dissatisfaction with one’s own
body weight) has more than doubled in the
past three years. According to MedHealth
✓
Journal, many young adults respond by
binging, which may damage their health
sometimes irreversibly.
New studies in cognitive behavioural therapy
show promising results in treating eating
✓
disorders, though no superior approach for
this form of illness has been identified so far.
Singer-songwriter Viola has total confidence
in the lemon-water and kiwi detox that she
✓
uses before concerts: ‘It gives me the look I
want, and it’s great for my skin.’
At her high school, an astonishing 74% of
girls in Walker’s class reported that dieting
✓
was nothing new to them. This may partly
explain the outcome of her situation.
Activity 7
Image A
Inference: An important sports match; an argument is taking place; perhaps a personal foul took
place or a bad call.
Evidence: Full stadium in the background; two teams, black and white jerseys; serious expressions on
the faces of the players; one player appears to be holding another player back physically, while he is
in conversation with a member of the other team.
Image B
Inference: An average citizen appears to be peering into a private area; enclosed location looks like it
is a wealthy or prestigious place.
Evidence: Everyday clothing, iron gate; golden decoration on the gate, stone statues in the
background, tall walls.
Image C
Inference: Perhaps a humanitarian effort in education; may be taking place in a developing
country; learning is appreciated; ‘teacher’ is possibly a celebrity figure.
Evidence: White teacher, students of a different ethnicity; scarcity of resources (a white board and
wooden seating); smiling, hand raised, engaged; young, trendy male figure.
Image D
Inference: A horse-riding event or competition, in spring or summertime; location appears to be non-
English-speaking; rider has fallen off horse and may, or may not, be in danger.
Evidence: Jockey is wearing a shirt with a number on; spectators are wearing hot-weather
clothes and hats, and one is holding a fan; the sign is written in a language that is not English;
6
some spectators look shocked, although others don’t look concerned; the rider has fallen near
the horse’s hooves
Activity 8
Possible answers:
1 To advocate for a cause.
2 To share success, bring attention to a matter, inspire others.
3 To entertain through humour, to expose the awkwardness of meeting others/having fans; to
poke fun at those who do not pay attention to detail.
4 To market a new publication, increase sales.
5 To criticise or expose undesirable actions of others.
6 To express frustration with political leadership.
Possible answers:
1 Hesitant; it is as if she does not want to challenge authority as a means of respect.
2 marks: award 1 mark for identifying a relevant tone; award a 2nd mark for explaining/justifying
why this tone is relevant.
2 Disbelief, frustration. Students should justify responses via text evidence.
3 marks: award 1 mark for a clear explanation as to why tone changes; offer 2 more marks for an
appropriate justification of tone change identified.
3 a Students may note (but are not limited to) the point that Mr. Forti is mildly irritated because
Belle has not taken to any of the suggestions he’s offered thus far. He was particularly excited
about the latest option, which he appears to have put more thought into (‘Ah, another idea
has just come to me!’), but she rejects it as well.
2 marks: award one mark for determining why; award a second mark for explaining/justifying
this decision.
b Resigned; thinning patience.
2 marks: 1 mark for identifying tone, 1 mark for justifying response.
4 Start: frustrated;
End: advocating, leading.
4 marks: award 1 mark for a clear explanation of tone in beginning context; award 1 mark
for clear explanation of tone at end context; award 2 marks for clear contrast of tone from
beginning to end.
5 Possible answers: performing arts, politics, marketing
Students should justify their response via text evidence.
6 marks: award 1 mark for identifying a relevant career; award 2 marks for each piece of evidence
shared to support the career selected; award 1 mark for linking evidence selected back to career
chosen in order to justify. Note: in this case, students should offer at least 2–3 pieces of evidence to
justify their decision.
6 Answers will vary. Argument should be focused on the question and offer relevant evidence to
support reasons given.
6 points: award 2 marks for a clearly-established claim; award 2 marks for each reason + evidence
combination to support the main claim.
7
Activity 9
1 lacking definite shape, formless – The plans are still amorphous because I haven’t had time to
research our trip just yet.
2 alleged, apparent, likely, plausible – His ostensible reason for not attending the party was because
he already had a family commitment, although he gave this same excuse last year.
3 absence, scarcity, shortage – The news broke only an hour ago, so we have only a paucity of
information as to the motive behind such a terrible crime.
4 digressive, unrelated, irrelevant – The town meeting was about the proposed new housing
development, so Philip’s tangential comments about the music festival were unhelpful.
5 ever-present, omnipresent, existing everywhere at all times – The influence of technology is so
ubiquitous that it has changed the nature of communication in almost every home and office.
Activity 10
Answers will vary. Use the following table as a guide for potential responses.
Option ‘Green’ features ‘Non-green’ features

1 •• located on a waterway so potential for •• large space will probably require a lot of
hydropower electricity
•• lots of open space for projects •• renovations will take a lot of energy
and resources
•• concrete space of a mall and car
park might not leave a lot of room for
‘green’ growth
2 •• mountainous region could be good for •• energy and resources (i.e. fuel)
green growth, composting, access to to transport materials to and from
natural resources, etc. school, which is contradictory to
the vision
3 •• farmland gives lots of natural space for •• silo is ageing, which could pose
green growth and projects potential problems in terms of decay
•• agricultural technology could be •• soil will need to be fertile enough to
refurbished for projects sustain green growth
4 •• proximity to city could offer potential •• steel mill environment poses a threat of
for partnerships in ‘greening’ decay, chemicals, toxins
urban spaces
Activity 11
Possible answers:
1 most spacious (note this is a two-syllable word and thus goes against the standard rule)
2 hardest
3 easier
4 most
5 longer
6 less extensive
7 most unappealing
8
Activity 12
Answers will vary.
Provided student responses are based on the text, a range of responses may be accepted.
Possible answers:
1 Kalif: The cityscape offers frequent shelter from the sunshine, a range of unique cuisines and
nightlife options, and has built-in discounts and affordable rates.
Group: No ‘serene environment’ (Taren); too much walking (Bernie – knee problem); West Side is
closed until October and some tourist areas have limited opening times (both); because there is
so much to do (shopping, food, etc.) and because city expenses tend to be high, they might end
up spending more than they originally budgeted for (both)
4 marks: award 1 mark for each reason for Kalif; award 1 mark for another band member’s
reason against.
2 Possible reasons:
•• Option B is known as a winter destination and they are going in June.
•• 15-minute drive down the mountain to go anywhere else.
•• Theme park involves a lot of walking and sun exposure.
•• Some peace but only when at the hotel.
2 marks: award 1 mark for identifying a reason why; award a second mark for the justification
to follow.
3 Potential advantages might include:
•• sharing expenses
•• bonding experience; enjoying activities with a group.
Potential disadvantages might include:
•• clash of personal interests
•• different schedules and peak times.
6 marks: award 1 mark for each advantage identified; award 1 mark for each disadvantage
identified; award 1 mark for sustaining points raised as advantages; award 1 mark for sustaining
points raised as disadvantages.
4 Answers will vary. Students should use text evidence to justify responses. Use the following table
as a guide for potential responses.
Option Advantages Disadvantages
A •• affordable cabin rates •• lacks night life
•• cabins suit the various needs for •• lacks a range of restaurants options
sleeping arrangements •• outdoor activities such as hiking and
•• activities and excursions offer the biking could be problematic for one of
opportunity for the band to ‘bond’ the three members
•• free biking
•• exercising options fit two out of three
band members needs
•• local/vegan-style food to suit all
members
9
Option Advantages Disadvantages

B •• affordable rates, nice amenities •• seems very standard for the tastes of
•• range of options for dining, night life the band members
to suit one of the three members •• includes amenities and activities,
•• thrill activities of theme park to suit but nothing that really charms their
two of the three members + bonding individual and collective interests
•• transportation available
•• no kitchen in the rooms, which will
not suit bernie’s love for cooking or
taren’s early nights in
•• discounted rates suit budget
C •• affordable rates; particularly suitable •• lacks exercise or outdoor/adventure
for sleeping arrangements appeal that is characterstic of two of
•• plenty of restaurants to fit the various the three members
dietary needs of the group •• nightlife only appeals to one of the
•• historical west side, museums, and three members
music sites particularly appeal to all •• renovations to west side dampen the
three members appeal of visiting there
•• discounted parking and other rates •• a great deal of walking; potentially
appeal to budget congested roads and parking could
make sightseeing difficult or tedious
D •• private space •• expensive/top of budget
•• option to upgrade room space could •• rooms may not fit sleeping needs of
solve sleeping arrangement issues band members and upgrades add
•• extra bed available to offset cost of to cost
upgrading rooms •• rentals and attractions could be
•• locally grown food and gourmet costly
staff address the food needs of all •• overly private area could seclude
members members/take away from bonding
•• live music night, but not •• only available in June
overwhelming – could suit all •• near the ocean – shellfish dinner
members options could trigger allergies in Kalif
•• beachfront appeal suits bernie, whose and sun exposure could also be a big
birthday falls on the same weekend: problem
could be a good gift from the band;
also could be good for knee recovery
to remain in one place
•• rentals and attractions could be a
good bonding experience
6 marks: award 1 mark for identifying a relevant option; award 1 mark per reason to support, and
award 1 mark for the evidence to back up each reason offered; award 1 mark for limiting response
to only the chosen option/not mentioning other options. Note: students will need to provide at least
two reasons + two pieces of evidence to acquire the full marks for this question.
5 Answers will vary. Students should use text evidence to justify responses. Use the table as a
guide.
6 marks: award 1 mark for identifying the least relevant option; award 1 mark per reason to support,
and award 1 mark for the evidence to back up each reason offered; award 1 mark for limiting
10
response to only the chosen option/not mentioning other options. Note: students will need to provide
at least two reasons + two pieces of evidence to acquire the full marks for this question.
1 Possible reasons may include:
•• Similarity to past practices, such as taking photos and sharing with family via slide show night;
just an updated form of what we’ve always done.
•• It can benefit economic sectors such as travel industry.
•• Ethical issues associated with today’s selfies are no different than issues faced in previous
decades.
•• Much like souvenirs, which we have collected for years as proof of travel.
2 marks: award 1 mark for each reason identified.
2 Possible evidence may include:
•• Mumbai, selfie-related deaths have prompted ‘selfie-free zones’ to be established by the local
government
•• 19 selfie-related fatalities in Mumbai reported
•• 17-year-old Russian girl’s death
•• 21-year-old Spanish man’s death
•• Intrusion of the ‘selfie arm’ or stretched arm pose which encroaches on the personal space of
others.
2 marks: award 1 mark for each reason identified.
3 a Students should mention that exposure to selfies via social media can broaden and influence
our world view, and encourage us to explore new locations.
3 marks: award 2 marks for explaining the point of view accurately; award 1 mark for using one’s
own words.
b Similarities may include:
•• Prove status as an experienced traveller
•• Both serve as a distraction
•• Represent the impact a destination has on the traveler.
3 marks: award 2 marks for explaining the point of view accurately; award 1 mark for using one’s
own words.
4 a Possible responses may mention:
•• discretion
•• respect of people’s privacy
•• sensitivity to others nearby
•• treating people with dignity when taking others.
3 marks: award 1 mark for providing an accurate meaning for the term; award 1 mark for
explaining/clarifying the meaning offered; award 1 mark for drawing on the context of the text to
justify the response.
b Answers will vary. Possible interpretations may mention that, even as we try to capture the
surrealness of these locations, we get lost more in the destination itself, as opposed to the
photo. The location, more so than the photo, has a way of grasping attention and elevating it.
In the mere act of taking the photo, we get lost in the deeper aspects of the location itself as
we determine how we want to represent it visually, etc.
3 marks: award 1 mark for providing an accurate meaning for the term; award 1 mark for
explaining/clarifying the meaning offered; award 1 mark for drawing on the context of the text to
justify the response.
11
5 Students may mention that appeals to history to serve the point that ethical concerns when
taking photographs are nothing new.
2 marks: award 1 mark for accurately identifying the author’s purpose; award a second mark for
using one’s own words to do so.
6 Answers will vary, but may include:
•• Beginning: the opening paragraph indicates that the author is not entirely sure as to whether
the camera phone is a blessing or a curse, and that it likely depends on who is taking the
picture. He sounds open to reasoning through the various perspectives before deciding.
(Shortly after the introduction, he does appear to take a position that selfies are an important
part of the travel experience.)
•• End: he reaffirms that selfies are an essential part of the travel experience, then extends his
initial notion; selfies have the potential to elevate the travel experience to something beyond
a mere photograph/souvenir.
3 marks: award 1 mark for accurately identifying the perspectives offered at the beginning and at
the end; award a second mark for articulating the contrast between the two perspectives; award a
third mark for using one’s own words to respond.
7 a Openly welcoming; offering special treatment to
b Offer firm opinion on; argue; defend
2 marks: award 1 mark for each relevant definition offered.
8 a critique; opinion; insult; abuse
b bother; annoy; harass; agitate
2 marks: award 1 mark for each relevant definition offered.
Answers will vary. Refer to the coursebook Chapter 1.1, section E Criteria for assessing essays for
more guidance on assessing essays.
12

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Jill Pavich

Cambridge International AS Level

1 Overview of the Cambridge International AS Level

2 Understanding and applying 64

3 Analysing and evaluating 116

4 Essential language skills 184

5 Skills review and further study 268

Why study for the Cambridge

How is this coursebook structured?

Reading comprehension Essay writing

understand detailed information, UNDERSTAND understand the key words of an essay

Reading Writing Fresh perspective

viii 4.1, 4.2 Literature

A Topics and key skills Application of information

general academic topics from science to maths, literature

Would any of these areas interest you? Would you like

Economic, historical, moral, political and social

KEY SKILLS The comprehension questions may cover a wider range

• discuss the implications of an issue

Comprehension skills ACTIVITY 2

Synthesise: create new ideas or understanding by

Select and apply Analyse and evaluate Communicate in written

Using the assessment criteria table,

What influence does fashion have in your life?

To what extent does fashion determine our health and/or happiness?

Other questions, however, will be looking for answers KEY SKILLS

As a student in this course, you will:

A Core knowledge Perhaps it might look something like this:

• at lunch with a group of friends KEY TERMS

hi, where r u? 3pm still ok? lmk.

This kind of approach to language is most characteristic

When we communicate in social settings, we tend TIP

Tone: the attitude of the writer towards their subject or

KEY TERMS Command words

Command word What it means

I can do that! I have a few thoughts on why video

• an introduction that presents your main idea (thesis)

Shape: the way the writer organises writing to develop a

The tone of an essay should match your purpose for

KEY TERM KEY SKILLS

No matter which approach you choose, you could start

Read the introductory paragraphs below, each of

When writing essays in this course, you will be expected

Guidelines for drafting a thesis statement Discursive thesis

A thesis statement: Accurate grammar still matters in modern

Defining terms and setting limits

credible stakeholders (see Chapter 2.2 Section C Generating

The body (support) paragraphs of an essay contain several

The way you organise the body of your essay is essential

ACTIVITY 8 Body paragraph 2: discursive

The following list may be a useful reference for you: ACTIVITY 9

• uses transitions to connect ideas from one

Each time you introduce a new reason to support your

• clearly state your reasons

Exemplification Addition/ Contrast/ Emphasis/ Concession Qualification

connects correlates associates

KEY SKILLS ACTIVITY 11

The conclusion is usually one paragraph in shorter essays ACTIVITY 12

Reflection: a thought, idea or opinion formed after careful

difference between conclusions from different types of

1 Overview of the Cambridge International AS Level

2 Understanding and applying 64

3 Analysing and evaluating 116

4 Essential language skills 184

5 Skills review and further study 268