Climate Change webpage Greenpeace UK

Chapter 1: Section A Anthology Texts

Spec A and Certificate

SECTION A

Source:
http://www.greenpeace.org.uk/climate
Source:http://www.greenpeace.org.uk/climate

After you have finished reading

UG026701 Anthology for Edexcel IGCSE and Certificate Qualifications in English Language and Literature

11

1. Look up information about the organisation Greenpeace, and its UK branch,

using your own web-based research. The best place to start is to go to the
website www.greenpeace.org.uk, but if you type Greenpeace into a search
engine, you will find much information, including coverage of its campaigns
around the world. Find out what you can about the kind of campaign it has
undertaken and ask yourself how successful it has been and why.

Issue 2 February 2011 Edexcel Limited 2011

2. Working in a small group, or in a pair, discuss the aims of Greenpeace (what it

is trying to achieve) and its methods (how it tries to achieve these aims),
thinking about how far you agree with these. Explore any differences in your
points of view.
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This is the only text in this chapter which was specifically designed for use on the
computer, through the Internet. This is why it is referred to as a web-based text,
which refers to the World Wide Web, often abbreviated to www. You will notice
that these three letters are used when you are locating the address of the many
websites on the Internet. You should refer also to the section Web pages in
Chapter 4 (pages 144148).
Think about why an organisation such as Greenpeace UK uses a website for so
much of its communication. List three advantages of websites, and compare
your list with others in the class.

Now think about what makes a web page different from a page in a newspaper or
magazine. A word that is often used to describe this difference is interactive. This
word shows that the user of the web page is able to interact with the page. A page
of printed text is in its final form: the reader can simply read it. However, with a
web page the reader may have various options, using a mouse or sometimes a
keyboard. It is possible to move text up and down the screen, or select certain parts
of the text. In particular, the designer of the web page may well encourage you to
click on some words, for example in a text box, or another www address to link you
to further information or action.

Looking at the Greenpeace UK page, suggest some particular places that the
designers would like its readers to click on, and compare notes with other
members of the class. See if you can agree which box it looks as if the designers
particularly want you to click on and why.

Layout... language... use of colour?

Chapter 1: Section A Anthology Texts

Spec A and Certificate

Understanding the text

Make a table with four sections showing how the layout, the language and the
colour of the illustrations are used to present Greenpeaces point of view. In the
fourth column, write down evidence from the web page to support each point
made.
Layout

Language

Use of colours

Evidence

Speaking and listening task

M
 ake an individual presentation in which you try to persuade members of your
class or group to give their active support to Greenpeace UK.

Writing tasks
A good cause justifies unusual methods. Write an article arguing either for this
statement or against it, referring to the activities of Greenpeace.

W
 rite a story or magazine article entitled My adventure with Greenpeace.

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Specification A and Certificate

Specification A
Chapter 2: Section B Anthology Texts
Disabled

Assessment Objective 2(i)

Wilfred Owen is the best known of the English poets who wrote about their
experiences of the First World War (19141918): experiences that had
profound effects on the writers and which often, as in the case of Owen, cost
them their lives. Owen was strongly influenced by another officer and poet,
Siegfried Sassoon, whom he met at Craiglockhart Hospital where they had
both been sent to recover. He himself said that his theme was war and the
pity of war. Having returned to his regiment after his period of illness, he died
in battle in November 1918, just seven days before the armistice brought the
war to an end on November 11.

Assessment
Objective 2(iii)
Understand and make some
evaluation of how writers use
linguistic and structural devices to
achieve their effects.

Before you start reading

1. You can find out more about Wilfred Owen and his poetry from reference books
or on the Internet. You could read some more of the poems, which will help you
to understand his attitudes to war and how he wrote about it.
2. Think how you would feel about living with a physical disability such as loss of
limbs. What attitudes to the disabled do you find in your society?

Chapter 2: Section B Anthology Texts

Read and understand texts with

insight and engagement.

Background

3. What can you find out about the kinds of injuries soldiers in the First World
War suffered, and the way they were treated when they returned from the
front?

Disabled

10

He sat in a wheeled chair, waiting for dark,

And shivered in his ghastly suit of grey,
Legless, sewn short at elbow. Through the park
Voices of boys rang saddening like a hymn,
Voices of play and pleasure after day,
Till gathering sleep had mothered them from him.
About this time Town used to swing so gay
When glow-lamps budded in the light blue trees,
And girls glanced lovelier as the air grew dim,
In the old times, before he threw away his knees.
Now he will never feel again how slim
Girls waists are, or how warm their subtle hands.
All of them touch him like some queer disease.

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Spec A and Certificate

15

Chapter 2: Section B Anthology Texts

20

25

Figure 2.1 Wilfred Owen.

30

Esprit de corps*: French expression meaning a

feeling of pride

35

There was an artist silly for his face,

For it was younger than his youth, last year.
Now, he is old; his back will never brace;
Hes lost his colour very far from here,
Poured it down shell-holes till the veins ran dry,
And half his lifetime lapsed in the hot race
And leap of purple spurted from his thigh.
One time he liked a blood-smear down his leg,
After the matches, carried shoulder-high.
It was after football, when hed drunk a peg,
He thought hed better join. He wonders why.
Someone had said hed look a god in kilts,
Thats why; and maybe, too, to please his Meg,
Aye, that was it, to please the giddy jilts
He asked to join. He didnt have to beg;
Smiling they wrote his lie: aged nineteen years.
Germans he scarcely thought of; all their guilt,
And Austrias, did not move him. And no fears
Of Fear came yet. He thought of jewelled hilts
For daggers in plaid socks; of smart salutes;
And care of arms; and leave; and pay arrears;
Esprit de corps*; and hints for young recruits.
And soon, he was drafted out with drums and cheers.
Some cheered him home, but not as crowds cheer Goal.
Only a solemn man who brought him fruits
Thanked him; and then enquired about his soul.

40

45

Now, he will spend a few sick years in institutes,

And do what things the rules consider wise,
And take whatever pity they may dole.
Tonight he noticed how the womens eyes
Passed from him to the strong men that were whole.
How cold and late it is! Why dont they come
And put him into bed? Why dont they come?
Wilfred Owen

Understanding the text

Owens wounded soldier, who has lost his legs and his arms, sits in a wheelchair in
hospital listening to the shouts of boys playing at sunset. He is reminded of the
excitement of former early evenings in town before he joined up, before he threw
away his knees.
Select some key phrases which show the soldiers present situation and memories
and write a comment on each. Some examples are given to you.

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Specs A, B and Certificate

The Examiner says This answer is very detailed and demonstrates strong skills
of analysis and interpretation. It clearly understands how the writer is deliberately
creating effects and is clear in evaluating them. The answer has a good technical
command of language which is used to describe the effects created by the writer.
Throughout the answer textual references are used which are apt and carefully chosen
to support the points made.

Mark: 12

Openings and closings

The way that a writer engages the attention of a reader at the opening of a passage,
and where he or she leads a reader to by the end, are both worthy of particular
comment. This section will look at an example of each.

Openings
Wilma Rudolph overcame lifes adversity with determination, sheer willpower and the
support of her mother.

I Believed in my Mother

Chapter 3: Unprepared Non-fiction

To summarise this answer is able to identify a wide number of points. Note that the
answer does not deal with everything that the writer does, in practice there is not
enough time to do this. Throughout, the answer stays closely focused upon the
question and everything that is written is relevant. A very good answer.

When Wilma Rudolphs mother was told by the doctors at the hospital that her
daughter would never be able to walk again, she didnt believe it. It was that
disbelief that enabled her child to walk years later. It was that same disbelief that
allowed her to be enthroned as the first woman in history to win three Olympic
Gold Medals in a row. One of the greatest inspirational stories of all time!
Adapted from www.goal-setting-college.com/inspiration/wilma-rudolph

How does the writer engage the interest of the reader at the start of the passage?
You should try to answer this question yourself before looking at the mark scheme
below.
Mark scheme

The title gives a clear indication about the main characters in this piece and
about its emphasis upon faith and belief, in a determined rather than religious
manner.

The introductory sentence in italics uses emotive language to interest the reader
in adversity and determination. The use of sheer emphasises the importance
of mental attitude, which will be important in this passage.

The opening sentence begins with a long subordinate clause, keeping the reader
in suspense about what the mothers reaction was to the devastating news.

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Specs A, B and Certificate

Chapter 3: Unprepared Non-fiction

The emphasis upon belief and disbelief is clearly presented in the first sentence
and in all but one of the sentences in this introduction.

The repetition of it was that at the start of two sentences represents the fixed
and persistent determination of the mother.

The extent of her achievement is represented in the magisterial verb,

enthroned, which is a word usually reserved for royalty.

The use of capital letters for Olympic Gold Medals emphasises their importance,
and so adds to the scale of Wilma Rudolphs achievement.

The final sentence is the shortest and simplest of the paragraph, and stands out
as a result, calling attention to what it says.

The final sentence uses the superlative greatest, and the superlative phrase, of
all time, both of which are the highest form of emphasis that the writer can use.

The use of the word inspirational ties in with the idea of self-belief and
willpower from the introduction, and so engages the reader by further clarifying
what the central theme of the passage will be.

Closings
Julianna Bozsik writes about experiencing an earthquake as she returns home from
school.

The Earthquake
Imagine yourself coming home from a good days work (or schooling).
Youre getting ready for dinner (an early one about 5 p.m.). Food is cooking
on the stove and in the oven, the air is very still both inside and outside
when you go to feed your pups. Nothing SEEMS out of the ordinary, until
you begin to notice that outside no birds are chattering, no wind is blowing,
everything, including the balmy air itself, seems to be listening... waiting...
watching.

10

20

The animals dont seem very hungry (when most of the time, theyre
jumping all over the place at the prospect of food); in fact, one of your dogs
doesnt really want to come out of his sleeping box in the garage. You coax
him out, however, and he appreciates his meal, but hurries back to his box
and the other one follows. Now, youre getting the idea theres something
amiss, though you still arent quite sure what it is.
Back inside, everything seems normal enough. You set the table, the
family sits down for a meal when... Look at that! you say, while pointing
to the hanging lamp that begins to sway, ever so slightly, above the table.
The light flickers a little and Dad tells you to start eating; its only a little
power surge. Stubbornly, you continue to eye the lamp. Look! you say
again. I think its an earthquake. No response. No, REALLY, I think its
an... Suddenly Dad and Mum both look up and see that the lamp is now
swinging, rather fiercely.
A few choice words from Dad and hes telling everyone to head for the
doorways (which are the strongest places in the house). By this time, the

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Specification B
Chapter 4: Preparing for the Use of
Source Material in the Examination
Assessment Objectives

AO1

Read and understand a variety of texts, selecting and

ordering information, ideas and opinions from the texts
provided.

Examination paper
section
A

AO2

Adapt forms and types of writing for specific purposes

and audiences using appropriate styles.

AO3

Write clearly, using a range of vocabulary and sentence

structures, with accurate spelling, paragraphing,
grammar and punctuation.

Introduction
The format of the examination

Chapter 4: Preparing for the Use of Source Material

Specification B

In the examination, you have three hours to answer three sections, A, B and C. You
are told that it is a good idea to spend the first fifteen minutes reading the passages
closely.
Section A
You should spend 40 minutes on this section, which consists of questions about
reading, based on two passages. You will find these passages in the extracts booklet,
given to you together with the exam paper.
The first set of questions will require short answers, and will be based on the first
passage.
The next set of questions will also be short, based on the second passage.
For the last question of Section A, which needs a longer answer, you will need to
draw on the material from BOTH passages.
You must answer all questions in Section A. Total: 30 marks.
Section B
There is just one question in this section, which will link your reading and writing
skills, and you should spend one hour in answering it. The section requires what is
known as directed writing that is, you will be expected to write in a way which
draws on ideas from both passages. You will need to think carefully about the
purpose and audience. Total: 35 marks.

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Chapter 4: Preparing for the Use of Source Material

Spec B

Section C
This section consists of one writing question (of approximately 400 words), with
one hour allocated to it. You will choose one of three titles. These will relate to the
passages in Section A in some way, but will be broader in scope. Total: 35 marks.

Assessment Objective 1
Read and understand a variety of texts,
selecting and ordering information,
ideas and opinions from the texts
provided.

Section A: Texts of various kinds

The types of extracts or passages which are provided
In this chapter, we shall be looking at the different kinds of texts that you will study
for the International GCSE Specification B examination.
You should note that Chapter 3 in this book includes much detail on using a variety
of non-fiction texts for the International GCSE Specification A and the Certificate
(both unseen or unprepared, as on this specification, or texts from the Anthology).
Much of this material will be of use to you as sources to study and practise for the
unseen passages in Specification B.
The specification lists examples of the possible types of text that may appear in the
examination paper:

fiction for example, short stories and extracts from novels

biography / autobiography / speeches

newspaper / magazine articles

travel writing

diaries / letters

advertisements / leaflets / brochures

web pages.

This chapter will contain guidance on and examples of the types of text, with some
practical suggestions on how to respond to these.

Fiction and non-fiction

A clear and important distinction can be made between fiction and non-fiction texts.
The texts that you will read in the examination and answer questions on may be
either fiction or non-fiction.
Fiction describes writing that is invented by the writer. Sometimes it may be based
on real events, but even in this case the writer will have used his or her imagination
to produce an imagined story.
Non-fiction writing is just the opposite: the reader expects to be and will be reading
about things that actually happened. This is not to say that all events described in a
work of non-fiction necessarily happened exactly as the writer says they did.
However, in general the reader will expect that the piece relates to an actual event,
and a persons or peoples actual experience.
In an autobiography, the writer describes his or her own life. However, some events
may not have been remembered accurately, or some events may be exaggerated for
effect, perhaps to show the writer in as good a light as possible. There are some
so-called autobiographies which readers may well feel are, in reality, largely works
of fiction.
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Chapter 5: Writing in a Wide Range of

Forms and Genres
Introduction
Over the course of your International GCSE or Certificate you will be asked to write
in a number of styles, whether you are doing Specification A, Specification B or the
Certificate. The use of the three writing triplets occurs formally only in
Specification A and the Certificate, but for Specification B you will have to write for
a purpose which will in practice relate to these types of writing, and hence this
chapter should be of help to you. Whichever specification you are doing, this
section is intended to help you to improve your writing.

What are the Assessment Objectives for writing (and what do they
mean)?
The Assessment Objectives are what your writing will be marked against. This is
what you have to do in order to get top marks.
For the International GCSE Specification A and the Certificate, all students will be
required to demonstrate an ability to:
AO3(i): communicate clearly and appropriately, using and adapting forms
for different readers and purposes

Chapter 5: Writing in a Wide Range of Forms and Genres

Specifications A, B and Certificate

AO3(ii): organise ideas into sentences, paragraphs and whole texts using a
variety of linguistic and structural features
AO3(iii): use a range of sentence structures effectively, with accurate
punctuation and spelling
For the International GCSE Specification B, the objectives for the writing are as
follows:
AO2: Adapt forms and types of writing for specific purposes and audiences
using appropriate styles.
AO3: Write clearly, using a range of vocabulary and sentence structures,
with accurate spelling, paragraphing, grammar and punctuation.
So you can see that the two specifications are basically assessing your writing
against very similar objectives.

What sort of writing will I be asked to do?

For Specification A and the Certificate, in order to help you shape your writing and
match it to the needs of the audience and the purpose (more on these later), all of

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Specs A, B and Certificate

the writing tasks have been split into one of the three writing triplets. These are:
writing to explore, imagine, entertain
writing to inform, explain, describe
writing to argue, persuade, advise.

As you can see, there are three verbs in each these are what are called the writing
triplets. This section will take you through each triplet, one verb at a time, and give
you support and guidance so that you feel confident with them all.

Chapter 5: Writing in a Wide Range of Forms and Genres

For Specification B, the type of writing is not stated in this particular way.

Where will I be asked to write?

The answer to this question depends upon which specification (International GCSE
A or B or Certificate) you are taking.
Specification A
For Specification A, there are two routes through the International GCSE:
Route 1 100% written examination (Paper 1 and Paper 2)
Route 2 70% written paper (Paper 1) and 30% internally assessed coursework
(Paper 3 and Paper 4)
Find out which route you are taking and use the table below to help you
understand what you will be asked to do. Both routes require you to take Paper 1.
On Paper 1 there is no choice of questions. You must answer all questions.
Paper

Section

Total
marks

Time
available
(approx.)

Writing triplet
tested

Paper 1

10 marks

20 minutes

writing triplet not

specified

Paper 1

20 marks

40 minutes

inform, explain,
describe

On Paper 2 there will be a choice of writing questions. You must choose only ONE
question.
Paper

Section

Total
marks

Time
available
(approx.)

Writing triplet
tested

Paper 2

15 marks

45 minutes

explore, imagine,
entertain or argue,
persuade, advise.

Paper 3 is written coursework.

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Paper

Section

Total
marks

Time
available
(approx.)

Writing triplet
tested

Paper 3

writing

40 marks

coursework

explore, imagine,
entertain or argue,
persuade, advise

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