Year 11
Language Paper 2 – Section A
Question 1: (Identifying 4 true statements)
Read again source A, from lines …. (make sure you only refer to the required section of text)
Choose four statements which are TRUE.
 Shade the boxes of the ones that you think are true.
 Choose a maximum of four statements.
Question 2: (A summary of both sources)
You need to refer to source A and source B for this question:
Use details from both sources to write a summary or either similarities or differences. You
must read the question to be clear what the examiner is asking you to summarise.
This is not a PEAK response but you must embed key words and quotations to support the
points you make. Read between the lines to gain more information.
Question 3:
You now need to only refer to source B. This question requires you to write in PEAK and
analyse the effect of language. You must identify key word types and language devices.
How does the writer use language to describe …?
Question 4:
For this question, you need to refer to the whole of source A together with source B.
Compare how the two writers convey the different experiences of … In your answer, you
should:



Compare different attitudes (how the writer’s feel, what is their point of
view, how are they writing about the experience?)
Compare the methods they use to convey their attitudes (language, structure
and tone to show subtle differences in their attitude)
Support ideas with quotations from both texts.
Source A: the Guardian (2006)
Turning the tide of youth offending
Ex-offender Charles Young tells Lynne Wallis how he's trying to give young
people the chances that he never had
It has been 17 years since Young’s last stretch inside, six months in a single
cell at Elmley prison in Kent. With over 40 convictions for robbery, fraud and
burglary, he clocked up around 15 years behind bars between the ages of 19
and 40. Since his release, and inspired by a television programme he saw in
prison about an ex-con in Glasgow talking to schoolchildren about jail, Young
has used his experiences of prison life to educate young people, who may
glamorise the criminal lifestyle, towards a more fulfilling existence.
He conveys the brutality of prison life through presentations he takes to youth
clubs, schools and colleges, during which an "inmate" sits locked in a mockedup cell on a stage while Young hammers home what prison is really like.
"Inmates" have included a former drug dealer, a vicar and a magistrate. Young
shouts, uses raw language and doesn't pull any punches, and by the time his
talk is over, some of the hardest-looking, most defiant kids look visibly shaken.
Young has been delivering his "prison’s not worth it" message on a shoestring
budget since 1995. Now his efforts are starting to bear fruit. Last year, Young
secured £30,000 of Home Office funding for his Laces (London Anti-Crime
Education Scheme) project. A community interest company, Laces helps to
educate young people at risk of offending about the realities of prison, the
consequences of crime.
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RESPECT
Between 1995 and 2005, Laces project made 2,000 presentations to young
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people, and deterred 1,290 potential offenders, thereby saving the public an
estimated £6.2m in criminal damage and the criminal justice system
approximately £1.2m. But Young wants to do more. "I still feel so frustrated,"
he says. "There are people out there [in the criminal justice system] who have
never been to prison and who talk to young offenders like they understand
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them, but they don't. You need to be patient and understanding, but a lot of
people alienate these youngsters. You need to show respect to them, give
respect to teach respect, and lots of these kids don't respect anyone or
anything because they have never had any respect themselves. Kids need to
be coached and helped to develop, and that's what I try to do for the kids I
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work with. I'm a bit of a surrogate parent, giving them the care and support I
never had."
Perhaps Young's biggest success story is a 19-year-old man, Jason, a former
drug dealer who was recently referred to Laces by a crown court judge in
Woolwich, south-east London. Jason has been crime-free ever since, has held 35
a job down for a year, is in a steady relationship and has a baby named Lacey
as a tribute to the project that turned his life around.
Young is incredibly proud of Jason and admits that when the judge agreed to
revoke the youth offending team order and entrust Young to mentor Jason and
keep him out of trouble, his eyes filled with tears. "I knew Laces was going to 40
be a success and that one day this would happen, but it was still a big moment."
CHANNELING AGGRESSION
"Without parental guidance or a teacher to spot a talent and egg them on,
what hope have they got? They need to be shown how to channel their
aggression into something worthwhile. Instead, we've got kids who will kill
over a postcode, a girl, a look, all because they want to be noticed. 'Look at
me,' they are saying.
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"We have to teach our young people to self-motivate, to believe in themselves,
with parents and teachers working together. Instead, we've got parents and
teachers blaming each other.
Young says much more could be done to improve the job prospects for ex50
prisoners. "Halving sentences just means career criminals can commit heavier
crimes knowing he or she will get a more lenient sentence. It's no deterrent."
"Prisoners need to be made to go to work full time like we do, but there have to
be employment opportunities when they come out. Someone has to give them
a chance."
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He would like criminal justice agencies such as youth offending teams, police,
probation and the youth justice board, as well as social services, to work with
chambers of commerce to persuade community-minded businesspeople to
give ex-offenders a chance.
Source B: A letter written by Charles Dickens to the Daily News (1846)
TO THE EDITORS OF “THE DAILY NEWS”
Before I describe a visit of my own to a RAGGED SCHOOL, and urge the readers of this
letter for GOD’S sake to visit one themselves, let me say, that I know the prisons of London
well, and that the Children in them are enough to break the heart and hope of any man. I
have never taken a foreigner or a stranger to one of these establishments, but I have seen
him so moved at the sight of the Child-Offenders, and so affected by the thought of their utter 5
renouncement1 and desolation2 outside the prison walls, that he has been unable to disguise
his emotion, as if some great grief had suddenly burst upon him.
Mr. CHESTERTON and Lieutenant TRACEY (two intelligent and human prison governors)
know, perfectly well, that these children pass and repass through the prisons all their lives;
that they are never taught; that the first distinctions between right and wrong are, from their
cradles, absent from their minds; that they come of untaught parents, and will give birth to
another untaught generation; that in exact proportion to their natural abilities, is the extent
and scope of their depravity3; and that there is no escape or chance for them in life.
Happily, there are schools in these prisons now. If any readers doubt how ignorant4 the
children are, let them visit those schools and see them at their tasks, and hear how much
they knew when they were sent there. If anyone wants to know the produce of this seed, let
them see a class of men and boys together, at their books and mark how painfully the fullgrown felons5 toil at reading and writing: their ignorance being so confirmed and solid. The
contrast of this labour in the men, with the quickness of the boys, the shame and sense of
degradation struggling through their dull attempts at infant lessons, and their eagerness to
learn, impress me more painfully than I can tell.
For the instruction, and as a first step in the reformation, of such unhappy beings, the
RAGGED SCHOOLS were founded. I was first made conscious of their existence, about
two years ago by seeing an advertisement in the papers stating “That a room had been
opened and supported in that wretched where religious instruction had been imparted to the
poor.” I wrote to the masters of this particular school to make some further inquiries, and
went myself soon afterwards.
The people in the neighbourhood were not very sober or honest company. Being
unacquainted with the exact locality of the school, I was reluctant to make some inquiries
about it – but I did. My enquiries were received with humour in general; but everybody
knew where the school was. The prevailing idea among the loungers (the greater part of
them the very sweepings of the streets and station-houses) seemed to be, that the teachers
were quixotic6, and the school upon the whole “a lark.”7 But there was certainly a kind of
rough respect for the intention.
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The ragged school consisted of two or three miserable rooms in a miserable house. In the
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best of these rooms the pupils in the female school were being taught to read and write;
and though there were many wretched creatures steeped in degradation, they were tolerably
quiet, and listened with eagerness and patience to their instructors. The appearance of this
room was sad and melancholy, of course how could be it be otherwise! But, on the whole,
encouraging.
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The small, low, chamber at the back, in which the boys were crowded, had such a foul and
stifling stench as to be, at first, almost intolerable. But its moral aspect was so far worse
than its physical, that this was soon forgotten. Huddled together on a bench about the room,
and shown out by some flaring candles stuck against the walls, were a crowd of boys,
varying from mere infants to young men; sellers of fruit, herbs, lucifer-matches, flints;
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sleepers under the dry arches of bridges; young thieves and beggars - with nothing honest,
innocent, or pleasant in their faces; low-browed, vicious, cunning, wicked; abandoned of all
help except this school; speeding downward to destruction; and UN-UTTERABLY
IGNORANT.
CHARLES DICKENS
1. renouncement = abandonment, rejection
2. Desolation = despair, misery
3. depravity = corruption
4. ignorant = without knowledge
5. felons = criminals
6. Quixotic = unrealistically optimistic
7. A lark = fun and games
Q1 [AO1]. Read again source A, from lines 1 to 7.
Choose four statements below which are TRUE.
• Shade the boxes of the ones that you think are true
• Choose a maximum of four statements.
a)
b)
c)
d)
e)
f)
g)
Young’s biggest prison sentence was 17 years. [ F ]
He spent six months in a single cell. [ T ]
He has committed over 40 burglaries. [ F ]
Young has not been in prison since he was 40. [ T ]
He decided he wanted to help young offenders after he watched
a TV programme about a man who did something similar. [ T ]
Young’s life in prison was completely wasted [ F ]
Many young people see criminal life as exciting. [ T ]
[4 marks]
Q2 [AO1]. You need to refer to source A and source B for this question:
Use details from both sources. Write a summary of the causes of
criminality in the two different texts.
[8 marks]
Q3 [AO2]. You now need to refer only to source B.
How does the writer use language to explain the conditions in the
ragged school?
[12 marks]
Q4 [AO3]. For this question, you need to refer to the whole of source A
together with the whole of source B.
Compare how each source conveys the writer’s ideas about education as
a means steering young people away from crime.
In your answer, you should:
• compare the different ideas
• compare the methods used to convey the ideas
• support your ideas with quotations from both texts.
[16 marks]
Source A: from a 21st century text
Columbus…the intrepid voyager!
Christopher Columbus – born Cristoforo
Colombo – grew up in Genoa, Italy and
had an insatiable thirst for knowledge
and exploration. Even though he was deeply
religious, he had an inkling that the world
was round and decided to prove this by
sailing west. This would also – he thought
– help his Spanish masters to an easier
route to India and Asia.
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Admiral of the High Seas
15th century Europeans were not aware of the American continents and
maps were not reliable. King Ferdinand and Queen Isabella of Spain – with
the promise of gold, spices and silk from the Far East – eventually gave him
ships and a crew. He set sail in 1492. He was also determined to spread
Christianity. In return, Columbus would be given the title “Admiral of the
Ocean Seas.”
The ships would covered about 150 miles a day. His crews would use a
compass for direction and a knotted line (with a weight attached at the end)
to measure speed. A sailor counted how many knots were let off the reel in
set amounts of time and this would help to give a rough estimate of the
distance travelled. Columbus – with his considerable experience - relied on
„dead reckoning‟ instead, meaning he used his experience, guesswork and
observations to determine his ships‟ positions.
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The routes he took to and from his discovered lands are ones we still use; his
use of the Atlantic Canary Current1 was a sign of his genius.
Although his discovery of new lands led to the nearly complete destruction of
the people of those lands, and their environment, Columbus appreciated the
beauty of the places he discovered. „Before me‟, he said, as he surveyed the
islands of the Caribbean „...is the bounty of God‟s handiwork‟.
Christopher Columbus opened up new worlds to Europe, and it is hard to
overstate the significance of these discoveries and their impact today. The
exchange of flora and fauna2, of human beings and their cultures has left a
mark on us today. During the Age of Discovery western Europeans acquired
the ability to exchange information with nearly all parts of the world.
As one of the great pioneers3 of the age, Columbus deserves recognition for
the intellectual transformation that occurred during the 1500s4. As a result of
his endeavours, the modern age was born, and the world would never be the
same again.
Glossary
1. Atlantic Canary Current – a wind across the Atlantic ocean
2. flora and fauna – plants and wildlife
3. pioneers – the first to do something, discoverers
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Source B: A historical account of Christopher Columbus written in
the 19th century.
When we begin a judicial1 inquiry into the condition of our fellow-beings, we
should try to be as courteous as we can, but we must be just; consequently a
man‟s fame and position must not turn us aside, when we are acting as
historical investigators.
Therefore, we shall be bold and speak the truth, and although we shall take
off our hats and bow very respectfully, we must still assert that Christopher
Columbus was the first who practised piracy in American waters.
When he sailed with his three little ships to discover unknown lands, he was an
accredited explorer for the court of Spain, and was bravely sailing forth with an
honest purpose, with the same regard for law and justice as is possessed by
any explorer of the present day. But when he discovered some unknown lands,
rich in treasure and outside of all legal restrictions, the views and ideas of the
great discoverer gradually changed. Being now beyond the boundaries of
civilization, he also placed himself beyond the boundaries of civilized law.
Robbery, murder, and the destruction of property, by the commanders of naval
expeditions, who have no warrant or commission for their conduct, is the same
as piracy, and when Columbus ceased to be a legalized explorer, and when,
against the expressed wishes, and even the prohibitions2, of the royal personages
who had sent him out on this expedition, he began to devastate the countries he
had discovered, and to enslave and exterminate their peaceable natives, then he
became a master in piracy, from whom the buccaneers3 afterward learned many a
valuable lesson.
Columbus‟s second voyage was nothing more than an expedition for the sake of
plunder4. He had discovered gold and other riches in the West Indies and he had
found that the people who inhabited the islands were simple-hearted, inoffensive
creatures, who did not know how to fight and who did not want to fight. Therefore,
it was so easy to sail his ships into the harbours of defenceless islands, to
subjugate5 the natives, and to take away the products of their mines and soil, that
he commenced a veritable course of piracy.
The acquisition of gold and all sorts of plunder seemed to be the sole object of this
Spanish expedition; natives were enslaved, and subjected to the greatest
hardships, so that they died in great numbers. At one time three hundred of them
were sent as slaves to Spain. A pack of bloodhounds, which Columbus had
brought with him for the purpose, was used to hunt down the poor Indians when
they endeavoured to escape from the hands of the oppressors, and in every way
the island of Hayti, the principal scene of the actions of Columbus, was treated as
if its inhabitants had committed a dreadful crime by being in possession of the
wealth which the Spaniards desired for themselves.
Queen Isabella was greatly opposed to these cruel and unjust proceedings. She
sent back to their native land the slaves which Columbus had shipped to Spain,
and she gave positive orders that no more of the inhabitants were to be enslaved,
and that they were all to be treated with moderation and kindness. But the Atlantic
is a wide ocean, and Columbus, far away from his royal patron, paid little attention
to her wishes and commands; it was on account of his alleged atrocities that
Columbus was superseded6 in his command, and sent back in chains to Spain.
Glossary
judicial – of the law
prohibitions – things that are prohibited are banned, forbidden
buccaneer – a pirate
plunder – to attack and take unlawfully
subjugate – to conquer and overpower
6. superseded - overtaken
1.
2.
3.
4.
5.
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Q1. Read again source A, from lines 1 to 9.
Choose four statements below which are TRUE.
• Shade the boxes of the ones that you think are true
• Choose a maximum of four statements.
a)
b)
c)
d)
e)
f)
Christopher Columbus grew up Spain.
He loved knowledge.
He did not like to travel.
He was very religious.
He suspected that the world was flat, not round.
He wanted to please his Spanish masters.
[4 marks]
Q2. You need to refer to source A and source B for this question:
Use details from both sources. Write a summary of Columbus in
the two different texts.
[8 marks]
Q3. You now need to refer only to source B.
How does the writer use language to explain the how Columbus treated natives?
[12 marks]
Q4. For this question, you need to refer to the whole of source A together with
the whole of source B.
Compare how each source conveys perceptions of Columbus.
In your answer, you should:
• compare the different perceptions
• compare the methods used to convey the perceptions
• support your ideas with quotations from both texts.
[16 marks]
As well as writing novels, Charles Dickens also wrote non-fiction. His most famous of these is a
collection of observations about the everyday life of everyday people in the early 1800s.
Source B: The Streets Of London by Charles Dickens [1836]
The appearance presented by the streets of London an hour before sunrise, on
a summer’s morning, is most striking even to the few whose unfortunate pursuits
of pleasure, or scarcely less unfortunate pursuits of business, cause them to be
well acquainted with the scene. There is an air of cold, solitary desolation1 about
the noiseless streets which we are accustomed to see thronged at other times by
a busy, eager crowd, and over the quiet, closely-shut buildings, which throughout
the day are swarming with life and bustle, that is very impressive.
An hour wears away; the spires of the churches and roofs of the principal buildings
are faintly tinged with the light of the rising sun; and the streets, slowly and almost
unnoticeably, begin to resume their bustle and life. Market-carts roll slowly along:
the sleepy waggoner2 impatiently urging on his tired horses, or vainly trying to
awaken the boy, who, luxuriously stretched on the top of the fruit-baskets, forgets,
in happy oblivion3, his long-cherished curiosity to behold the wonders of London.
Rough, sleepy-looking animals of strange appearance, something between ostlers4
and hackney-coachmen5, begin to take down the shutters of early public-houses;
and little tables, with the ordinary preparations for a street breakfast, make their
appearance at the customary stations. Numbers of men and women (mainly the
latter), carrying upon their heads heavy baskets of fruit, toil down the park side of
Piccadilly, on their way to Covent-garden, and, following each other in rapid
succession, form a long straggling line from thence to the turn of the road at
Knightsbridge.
Here and there, a bricklayer’s labourer, with the day’s dinner tied up in a
handkerchief, walks briskly to his work, and occasionally a little knot of three or
four schoolboys on a stolen bathing expedition rattle merrily over the pavement,
their boisterous laughter contrasting forcibly with the appearance of the little sweep,
who, having knocked and rung till his arm aches, and being forbidden from
endangering his lungs by calling out, sits patiently down on the door-step, until the
housemaid may happen to awake.
Covent-garden market, and the avenues leading to it, are thronged with carts of
all sorts, sizes, and descriptions, from the heavy lumbering waggon, with its four
brave horses, to the jingling costermonger’s6 cart, with its wheezing donkey.
The pavement is already strewed with decayed cabbage-leaves, broken hay-bands,
and all the indescribable litter of a vegetable market; men are shouting, carts
backing, horses neighing, boys fighting, basket-women talking, piemen announcing
the excellence of their pastry, and donkeys braying. These and a hundred other
sounds form a compound discordant enough to a Londoner’s ears, and remarkably
disagreeable to those of country gentlemen who are sleeping at the Hummums7 for
the first time.
Glossary
1. desolation – despair, unhappiness
2. waggoner – a person steering a wagon, a cart
3. oblivion – ignorance,
4. ostlers – an ostler works with horses
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5. hackney-coachmen – before the invention
of cars and buses, a hackney coach was an
early type of taxi, but pulled by a horse
6. costermongers – a person who sells goods
from a stall on the streets.
7. Hummums – a posh hotel in London
Source A: from Life In London magazine [2015]
Sunday morning in London
Sundays are for relaxation, catching up with things there is little time for in the week,
and quite often, recovering from the night before. Whether you’re full of beans or in
need of several siestas, we’ve got your Sunday morning covered.
Start the day by going for a walk. Hyde Park is the most obvious choice, and will likely
be filled with early morning joggers. Alternatively the beautiful, very peaceful Kyoto
Garden in Holland Park is a fantastic place to read a book or simply sit in the sunshine
(weather permitting). Rather surprisingly, there is a small but perfectly formed green
space tucked behind Charing Cross Road called the Phoenix Garden, which is both well
maintained and filled with wildlife. There is another unlikely natural habitat near King’s
Cross station, at Camley Street Natural Park, which is run by the London Wildlife Trust.
If you feel like spotting birds, fish or butterflies, there is plenty to look at here. If greenery
doesn’t appeal, try a walk along the Thames. Pick the Embankment area for a view of the
Houses of Parliament and the Southbank Centre, or head further East for Tower Bridge
and the Docklands. To really indulge in that Sunday morning feeling stroll around the
City, as the streets connecting the area’s imposing skyscrapers are completely deserted
at weekends. If that seems like too much effort for a Sunday, the river bus operates
various services daily, the two longest routes being from Embankment to as far out as
Woolwich Arsenal, and Putney all the way to Blackfriars.
Sunday mornings are a great time to go shopping, as busy streets are empty and shops
are uninhabited, meaning you might actually reach some of the rails at Topshop on
Oxford Street. There are also a number of markets to be visited, some of which operate
exclusively on a Sunday, like Columbia Road Flower Market in the East End. For clothing,
pick up a bargain at the Holloway Car Boot Sale; second hand books and bric-a-brac
are also sold. Farmers’ markets have become trendy of late, where the focus is on fresh
food from small producers at exorbitant1 prices. Still, some of it is mouth-watering, such
as the organic nosh offered at Marylebone Farmers’ Market. If you didn’t make time for
brunch, the Sunday UpMarket at the Truman Brewery has stalls selling food from all
over the world, from Japanese fried octopus balls to Spanish gazpacho2.
This is also an opportune day for a spot of pampering, whether this means going for a
relaxing swim, having a massage or visiting the hairdressers. Splurge on a spa like the
K West Spa, which offers a wide range of massages, facials and nail treatments, and
benefits from a sauna, hydrotherapy pool, and brand spanking new trends like a “snow
room”, where the body’s circulation is stimulated by immersing it in below freezing
temperatures before exposing it to steam. As unpleasant as that may sound, it’s very
good for the skin and the immune system, although given the choice between this and
a lie-down on one of their suede loungers we know what we’d be choosing. Other very
reputable2 spas include The Sanctuary, Aveda and Elemis.
You might not want to be induced3 into a state of dreamy relaxation however. On a
Sunday morning gyms are at their quietest, so you’re in luck if you like solitary workouts.
So long as it’s not pouring with rain, tennis enthusiasts can use the courts off Farringdon
road in Islington and Southwark Park for free, and many parks have facilities like table
tennis, football, boating and even fishing. Regent’s Park has its very own sports centre
called The Hub, as well as pitches for cricket, boules and rugby. And after all this physical
activity, it’ll be time for a hearty Sunday lunch and a snooze.
glossary
1.
2.
3.
4.
exorbitant
gazpacho
reputable
induced
– ridiculously overpriced
– a vegetable soup originating from Spain
– trustworthy, sound
- forced
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Q1 [AO1]. Read again source A, from lines 1 to 18.
Choose four statements below which are TRUE.
• Shade the boxes of the ones that you think are true
• Choose a maximum of four statements.
a) London, on a Sunday morning, offers lively activities and relaxing activities.
b) Kyoto Park is a place for relaxing.
c) Everyone knows that Phoenix Garden is behind Charing Cross Road.
d) Camley Street Natural Park is a privately owned park.
e) From the riverside, you can get a good view of the Houses of Parliament.
f) The city of London is very busy at all times.
g) The river bus offers a relaxing journey down the Thames.
[4 marks]
Q2 [AO1]. You need to refer to source A and source B for this question:
Use details from both sources. Write a summary of the differences between
a morning in London in the two different texts.
[8 marks]
Q3 [AO2]. You now need to refer only to source B.
How does the writer use language to explain what the different types of
people do in London?
[12 marks]
Q4 [AO3]. For this question, you need to refer to the whole of source A
together with the whole of source B.
Compare how each source conveys the pace/speed of life in London.
In your answer, you should:
• compare the differences in the pace/speed of life
• compare the methods used to convey these differences
• support your ideas with quotations from both texts.
[16 marks]
Source A: Nursing Advice Sheet [2005]
Stressed? Then read our expert guide to dealing with
stress in nursing…
A nursing day involves a lot of stress. Whether working with gravely1 ill patients or
helping families cope with the loss of a loved one after death, nurses have to be
there for almost every imaginable situation.
It is a job that requires energy on many levels. Physically, the job can be
demanding with high levels of physical exertion2, culminating in many aches and
pains. Mentally, you are required to be ‗on the ball‘, making crucial decisions and
answering questions from patients and relatives. Emotionally, the impact is felt
when you empathise and help people in an environment where there is pain and
sadness. Additionally, the work situation may be characterised by resource limits,
poor staffing and organisational change, which all add to the energy expended.
Work or Life?
Maintain a healthy work/life balance. Ask yourself ―Do you live to work or work to
live?‖ Use your free time to recharge your batteries. Remember to plan regular
holidays and take them. Small treats like visits to the cinema or a meal at a
restaurant will help you switch off and relax.
Being aware
Be aware of negative thinking when stressed. Instead of thinking ‗I must never
make a mistake‘ think more realistically, for example ‗I am doing the best I can in
tough situations‘. Challenge the internal pressures by turning the musts into
preferences, from ‗I must complete this today‘ to ‗I‘d like to complete it today and
will do what I can‘. If you identify what you can and can‘t control, then you can
learn to accept external pressures. After all, you are not expected to be
superhuman!
Relax
Learning to relax is key to managing stress. This will tell your brain that the threat
has gone and the ‗fight or flight‘ response can be switched off. Think of the things
that you enjoy that have a relaxing effect on you. For example, a long soak in the
bath, a good book or a nature walk. If you treat yourself with more of these simple
pleasures then you will find it easier to breathe. There are also meditation3 tapes
available which can have a significant impact on learning relaxation skills. These
skills can then be transferred to work situations when you feel tense. Relaxation
will also help you sleep.
Get physical
Exercise helps to combat stress levels. Exercise burns up the excess adrenaline
and releases feel-good hormones. If you enjoy keeping fit and this area of your life
has been squeezed then make time for this again. If you‘re not used to exercising
start small with what you enjoy – swims or a gentle work out with a class,- and
build up to a level that suits you. Joining a club or gym can lead to new social
horizons and keep you motivated.
Getting help
Counselling is often helpful as a way of giving yourself a regular space to reflect
on the problem. You may decide to see a counsellor individually or you could join
a group. Your workplace can provide access to a counsellor through their
occupational health scheme.
Glossary
1. gravely
2. exertion
3. meditation
seriously
great effort
thinking in a calm, relaxed way
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Source B: from Florence Nightingale‘s (a nurse) diary, written during the
Crimean War, detailing her experiences in a war hospital. [1855]
A message came to me to prepare for 510 wounded on our side of the Hospital
who were arriving from the dreadful affair of the 5th November from Balaklava1, in
which battle were 1763 wounded and 442 killed, besides 96 officers wounded and
38 killed. We had but half an hour‘s notice before they began landing the
wounded. Between one and 9 o‘clock we had the mattresses stuffed, sewn up, laid
down—alas! Only upon matting2 on the floor—the men washed and put to bed,
and all their wounds dressed. I wish I had more time. But oh! you Gentlemen of
England who sit at Home in all the well-earned satisfaction of your successful
Cases3, can have little Idea from reading the newspapers of the Horror and Misery
(in a Military Hospital) of operating upon these dying, exhausted men. A London
Hospital is a Garden of Flowers to it.
We live in one Tower of the Barrack.4 All the wounded have been laid down in two
Corridors, with a line of Beds down each side, just room for one person to pass
between. Yet in the midst of this appalling Horror (we are steeped up to our necks
in blood) there is good, and I can truly say, like St. Peter, ―It is good for us to be
here‖ - though I doubt whether if St. Peter had been here, he would have said so.
As I went on my night-rounds among the newly wounded that first night, there was
not one murmur, not one groan, the strictest discipline - the most absolute silence
and quiet prevailed - and I heard one man say, ―I was dreaming of my friends at
Home,‖ and another said, ―I was thinking of them.‖ These poor fellows bear pain
and mutilation with an unshrinking heroism which is really superhuman, and die, or
are cut up without a complaint.
The wounded are now lying up to our very door, and we are landing 540 more
wounded soon. I feel like a Brigadier General5, because 40 British females, whom
I have with me, are more difficult to manage than 4000 men. Let no lady come out
here who is not used to fatigue and privation.… Every ten minutes an Orderly
runs, and we have to go and cram lint6 into the wound till a Surgeon can be sent
for, and stop the Bleeding as well as we can. In all our corridor, I think we have not
an average of three Limbs per man. And there are two Ships more ―loading‖ at the
Crimea with wounded—(this is our Phraseology). Then come the operations, and
a melancholy7, not an encouraging list is this. They are all performed in the
wards—no time to move them; one poor fellow exhausted with hæmorrhage8, has
his leg amputated as a last hope, and dies ten minutes after the Surgeon has left
him. Almost before the breath has left his body it is sewn up in its blanket, and
carried away and buried the same day. We have no room for Corpses in the
Wards. The Surgeons pass on to the next, an excision9 of the shoulder-joint,
beautifully performed and going on well. Ball10 lodged just in the head of the joint
and fracture starred all round. The next poor fellow has two Stumps for arms, and
the next has lost an arm and a leg. As for the Balls they go in where they like and
come out where they like and do as much harm as they can in passing.
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glossary
1.
2.
3.
4.
5.
Balaklava - a city in Ukraine
matting - floor covering made from hay
Cases - battles
Barrack - a building that houses soldiers
Brigadier General - a very senior soldier
6. lint - a dressing made from cotton wool
7. melancholy - great sadness
8. hæmorrhage - very bad bleeding
9. excision - cutting off something
10. ball - a heavy, round, lead bullet
Q1. Read again source A, from lines 1 to 10.
Choose four statements below which are TRUE.
• Shade the boxes of the ones that you think are true
• Choose a maximum of four statements.
a) Nurses have to be prepared for any situation.
b) Nurses need to have physical stamina.
c) Nurses never get ill.
d) Nurses do not like dealing with demanding patients.
e) Nurses have to make serious decisions.
f) Nurses can get sad when dealing with patients.
g) Nurses have plenty of resources.
[4 marks]
Q2. You need to refer to source A and source B for this question:
Use details from both sources. Write a summary of the difficulties of nursing
in the two different texts.
[8 marks]
Q3. You now need to refer only to source B.
How does the writer use language to explain the conditions in the hospital?
[12 marks]
Q4. For this question, you need to refer to the whole of source A together with
the whole of source B.
Compare how each source conveys the attitude to nursing.
In your answer, you should:
• compare the different attitudes
• compare the methods used to convey the attitudes
• support your ideas with quotations from both texts.
[16 marks]
Source A: By Ross Anderson BBC News, 10 April 2012
A child's experience of her mother going to prison
Every year thousands of children experience the trauma of separation from
a mother who is sent to prison.
When Cheyenne was 13, her mum was caught trying to smuggle drugs into prison
and earned herself a four-year sentence. As a result she has been moved around
a lot, living with different relatives across south Wales. She is one of the growing
5
number of children living apart from a mother locked up in prison. Cheyenne struggled
to cope. "I was angry and disappointed.” Cheyenne ended up living with her granddad
She didn't have a room of her own so slept in her aunt's bed or on the sofa. Her
belongings were mostly strewn over the house or kept in carrier bags.
She had relatively few possessions, but those she prized most were letters and
photos from her mother, kept in a box with an inscription on the side warning
snoopers to "Stay Out". For Cheyenne, as for many people with a loved one in
prison, they were treasured keepsakes.
"I normally get quite emotional when I get letters from my mum. I recognise the
envelopes. Mum decorates the envelopes and I know her handwriting. Every year
she always sends a Valentine's Day card - she always writes Mummy at the end.
Never Mum. Always Mummy. "I really miss her. Some days I have my depressing
days and I really break down."
Diana Ruthven, from the charity Action for Prisoners' Families, says it's particularly
difficult for children of Cheyenne's age. "Being a teenager is a very transitional
time, during which it's particularly difficult to be without your mother," she says. "In
some ways, it's more difficult for teenage children to be without a parent than it is
for younger children."
'Upsetting'
Cheyenne was entitled to an hour-long prison visit once a fortnight. But the prison
was in Gloucestershire - over 50 miles from her new home in south Wales - so she
only managed to visit five times in two years. Ahead of her latest visit Cheyenne
experienced mixed emotions. "I am excited, nervous, scared. At least we're able to
hug and kiss at this prison. At other prisons we weren't even allowed to hold hands
but I did anyway and I made sure they saw it. Because at the end of the day, that’s
my mum."
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25
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With only an hour to catch up. There is always a lot to squeeze in. As well as
chatting about hair and nails, Cheyenne has to confess that she's had problems at
school. Being locked up doesn't stop mum Yasmin giving her a ticking off:
"Cheyenne you've got to learn to be humble. Do as I say not as I do."
Before she knows it, the time is gone and it is time for Cheyenne to leave. "The
time goes so quickly,” says Cheyenne. “Leaving is the worst part. It's upsetting
leaving them there, knowing you can walk out those gates but they're stuck
inside."
Cheyenne's mother welcomed visits from her daughter, but according to Ruthven,
mothers often don't want to be visited by their family. "Women sometimes don't
want their children to see them in jail, so they don't have their families visit as often
as men do," she said. For children missing one or both parents in prison, little
support is available, she argued. "The government will only try to keep track of a
child if they're at risk," she said.
'Better relationship'
Her mother’s release is an event Cheyenne eagerly anticipates. "I am going to have
a wicked life when my mum gets out. I'll be a happier person. It is hard being without
your mum. I wouldn't wish it on my worst enemy.
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Charles Dickens - A Visit to Newgate Prison (1836)
Turning to the right, we came to a door composed of thick bars, through which
were discernible, passing to and fro in a narrow yard, some twenty women: the
majority of whom, however, as soon as they were aware of the presence of
strangers, retreated to their wards.
One side of this yard is railed off and formed into a kind of iron cage, from which
the friends of the female prisoners communicate with them. In one corner of this
den, was a yellow, haggard, decrepit old woman, in a tattered gown and the
remains of an old straw bonnet, in deep conversation with a young girl - a prisoner,
of course - of about two-and-twenty. It is impossible to imagine a more povertystricken object, or a creature so borne down in soul and body, by excess of misery
and destitution1, as the old woman. She was talking in that low, muffled tone of
voice which tells so forcibly of mental anguish2; and every now and then burst into
an irrepressible3 sharp, abrupt cry of grief, the most distressing sound that ears
can hear. The girl was perfectly unmoved. Hardened beyond all hope of
redemption4, she listened doggedly to her mother's entreaties, whatever they
were: and, beyond inquiring after "Jem", and eagerly catching at the few pence her
miserable parent had brought her, took no more apparent interest in the
conversation than the most unconcerned spectators.
5
A little farther on, a squalid5-looking woman in a slovenly, thick-bordered cap, with
her arms wrapped in a large red shawl, the fringed ends of which straggled nearly
to the bottom of a dirty white apron, was communicating some instructions to
visitor - her daughter evidently. The girl was thinly clad, and shaking with the cold.
Some ordinary word of recognition passed between her and her mother when she
appeared at the bars, but neither hope, condolence6, regret, nor affection was
expressed on either side. The mother whispered her instructions, and the girl
received them with her pinched-up, half-starved features twisted into an
expression of careful cunning. It was some scheme for the woman's defence that
she was disclosing, perhaps; and a sullen smile came over the girl's face for an
instant, as if she were pleased: not so much at the probability of her mother's
freedom, as at the chance of her "getting off' in spite of her prosecutors. The
dialogue was soon concluded; and with the same careless indifference with which
they had approached each other, the mother turned towards the inner end of the
yard, and the girl to the gate at which she had entered.
20
The girl belonged to a class that should make men's hearts bleed. Barely past her
childhood, it required but a glance to discover that she was one of those children,
born and bred in neglect and vice, who have never known what childhood is: who
have never been taught to love and desire a parent's smile, or to dread a parent's
frown. The thousand nameless endearments of childhood, its gaiety and its
innocence, are alike unknown to them. They have entered at once upon the stern
realities and miseries of life, and to their better nature it is almost hopeless to
appeal for some good feeling in ordinary hearts. Talk to them of parental kindness,
the happy days of childhood, and the merry games of infancy and they will not
understand. Tell them of hunger and the streets, beggary and stripes7, the ginshop, the station-house, and the pawnbroker's, and they will understand you.
35
1. destitution = poverty, hardship
3. redemption = improvement
5. squalid = filthy, dirty
7. stripes = hitting
2. anguish = suffering, torment
4. irrepressible = wild, out of control
6. condolence = sympathy
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Q1 [AO1]. Read again source A, just the first paragraph.
Choose four statements below which are TRUE.
• Shade the boxes of the ones that you think are true
• Choose a maximum of four statements.
a)
b)
c)
d)
e)
f)
g)
h)
Cheyenne’s mum was imprisoned for dealing drugs.
Cheyenne has had to live all over Britain with different relatives.
There are an increasing number of women being sent to prison.
Cheyenne found it hard to cope with being apart from her mum.
Cheyenne ended up living with her grandmother.
She often had to share a room.
Cheyenne was a very untidy girl.
She had nowhere to keep her clothes.
[4 marks]
Q2 [AO1]. You need to refer to source A and source B for this question:
Use details from both sources. Write a summary of the effects of life in
prison in the two texts.
[8 marks]
Q3 [AO2]. You now need to refer only to source B.
How does the writer use language to explain the conditions of the women?
[12 marks]
Q4 [AO3]. For this question, you need to refer to the whole of source A
together with the whole of source B.
Compare how each source conveys ideas about the relationship between
the mothers and daughters.
In your answer, you should:
• compare the different ideas
• compare the methods used to convey the ideas
• support your ideas with quotations from both texts.
[16 marks]
The event in Webb’s life which first brought his name prominently before the public in
connection with swimming took place on board the Cunard steamship Russia, then on
the homeward voyage from America. One day a tremendous heavy sea caused the ship
to roll in a manner which rendered it almost impossible for anyone to keep their feet
without a life-line* and all of a sudden a cry arose, “A man overboard!” A poor young
fellow, Michael Hynes by name had missed his hold, and fell backwards into the water.
Webb saw him fall, and within two or three seconds was after him in the sea, but, alas!
Could see nothing of him, save his cap floating on the waves.
During the early part of the journey Captain Webb was particularly favoured by the
weather. The sea was as calm as a mill-pond, and there was not a breath of wind. The
lugger which accompanied him across the Channel had to be propelled a considerable
distance by oars. The swimmer was accompanied by two small rowing-boats in
immediate attendance upon himself, one containing his cousin, Mr. Ward, who supplied
him occasionally with refreshments, and one of the referees, who had been appointed at
Webb’s own request to see fair play; the other boat was used for the purpose of
conveying messages to and from the lugger.
Everything went on favourably till nine p.m., when Captain Webb complained of being
stung by a jelly-fish, and asked for a little brandy. He had previously been supplied with
some cod-liver oil and hot coffee. The weather still continued perfect, and the intrepid
swimmer proceeded at a good rate, taking a long, clean breast stroke, which drove him
well through the water.
At two o’clock next morning Cape Grisnez light seemed close at hand, and Captain
Webb was still bravely struggling on, although at this juncture the tide not merely
impeded him, but was sweeping him farther and farther from the shore. He, however,
showed signs of fatigue. But Webb is a man among ten thousand; the collapse from
penetrating cold which the best swimmers usually experience after long exposure in the
water seems unknown to him. By nine o’clock he was within a mile of the shore, a little
to the westward of Calais, and at this juncture, young Baker, then only sixteen years of
age, plunged in and kept the exhausted swimmer company, not, however, trying to aid
him in any way except by encouragement.
*a rope stretched along or across the deck from one point to another
David Walliams Mock Paper – Language Paper 2
Model Answers:
1) Read again source A, from lines 1-17.
Choose four statements which are TRUE.


A
B
C
D
E
F
G
H
Shade the boxes of the ones that you think are true.
Choose a maximum of four statements.
The public are encouraging his efforts
T
The mood is quiet and dull
F
The spectators are not showing their approval F
This challenge is in aid of charity T
Eddie Izzard is also swimming the Thames F
Such endurance challenges are not believed by people F
David Walliams suffers with depression T
Walliams questions whether he will achieve a sense of fulfilment T
2) You need to refer to source A and source B for this question:
Use details from both sources. Write a summary of the differences between David
Walliams’ challenge and Captain Webb’s swim.
Both sources guide the reader through the journey of David Walliams and Captain Webb’s
mission to complete an agonising yet fulfilling and challenging swim. Walliams battles with
his ‘inner demons’ to tackle the ‘marathon swim’ of the Thames; whereas Webb endures an
adventurous journey across the Channel.
Firstly, Webb is introduced to the reader by explaining why he was first propelled into the
lime light. We discover that during ‘tremendous’ conditions, Webb risked his own life;
‘within two or three seconds was in after him’, to save the life of a young man. Webb is
immediately established as a hero amongst the reader. On the other hand, ‘Well done
David!’ immediately highlights Walliams’ popularity and reiterates the fact that he is wellknown and a modern day celebrity. The idea of the modern celebrity is also apparent in the
amount of spectators for Walliams’ challenge; ‘there are enough people aren’t there?’ This
enforces the notion that Walliams could crave attention for this strenuous task ‘and starts
waving back.’ Compared to Webb who was only accompanied by ‘two small rowing-boats.’
It appears the completion of the swim would be enough for him, compared to Walliams who
questions, ‘what is going to bring me fulfilment?’
Both swims do appear extremely challenging with Walliams looking so ‘desperately tired’
and Webb dealing with the tide which swept him ‘farther and farther away from shore.’
Although whilst Walliams travels at a pace ‘as fast as you would if you were walking with a
two year old’, Webb showed no signs of slowing down as the ‘penetrating cold’ conditions
appeared ‘unknown to him.’ He battled against the mysterious water to complete his swim.
3) You know need to only refer to source B, the biographical account of Captain
Webb’s swim ‘The Sea: Its Stirring Story of Adventure, Peril and Heroism’ written by
Frederick Whymper.
How does the writer use language to describe the challenge?
Frederick Whymper uses a range of language devices in the biographical account of Captain
Webb’s swim to describe the challenge in detail. At first we are told that Webb’s journey
was ‘particularly favoured by the weather’. The adjective ‘favoured’ implies that the
weather as on his side and that he set out in positive conditions. The use of the simile ‘the
sea was as calm as a mill-pond’ also enforces a calm and almost peaceful setting for the
start of his challenge.
Whymper sets the scene of an intimate affair by explaining that Webb was accompanied by
‘two small rowing boats’. The adjective ‘small’ implying that he didn’t want a huge amount
of spectators and that he was focused solely on the adventure ahead of him. The request
from Webb for one of the boats to contain referees and to oversee ‘fair play’ highlights his
dedication and motivated to complete the challenge successfully.
As the challenge continues the weather is still described using the adjective ‘perfect’ and the
‘intrepid swimmer’ was proceeding at a ‘good rate’. The adjective ‘intrepid’ portrays a
fearless and adventurous person which is a credit to Webb’s character as we continuously
support his efforts as we read on; willing him to do well.
Within the final paragraph of the source we are enlightened to the change in the weather.
The tide was ‘sweeping him farther and farther from the shore;’ the verb ‘sweeping’ and the
repetition of ‘farther’ emphasises how challenging the swim has become; however, Webb
‘bravely’ struggles on. Silently we encourage him to do well as the modest swimmer
eventually shows signs of ‘fatigue’. The noun conveys that finally Webb, a hero in our eyes,
might be showing signs of tiredness. Although all is not lost as Whymper explains that
although the majority of swimmers are eventually affected by the ‘penetrating cold’, the
long ‘exposure in the water seems unknown to him.’ Webb refuses to be affected by the
now seeming dangerous conditions.
Although towards the end, as a reader, we may start the question if Webb can complete the
challenge, we are inspired by ‘young Baker’ who dives in to keep Webb company. Finally,
even though Whymper’s last portrayal of Webb is as an ‘exhausted swimmer,’ we have
every faith that he will complete the challenging swim.
4) For this question, you need to refer to the whole of source A together with source
B, ‘The Sea: Its Stirring Story of Adventure, Peril and Heroism.’
Compare how the two writers convey the different experiences of endurance swimming. In
your answer, you should:



Compare different attitudes (how the writer’s feel, what is their point of
view, how are they writing about the experience?)
Compare the methods they use to convey their attitudes (language, structure
and tone to show subtle differences in their attitude)
Support ideas with quotations from both texts.
Zoe Williams who reports on David Walliams’ swim of the Thames and Frederick Whymper’s
detailed account of Captain Webb’s challenge, both explore the experience of endurance
swimming. Williams sets the scene of a typical English day with the mood compared to ‘a
village fete’ or ‘a Buckingham Palace garden party.’ The atmosphere appears relaxed and
enjoyable as people cheer on the modern celebrity by ‘giving him a little clap;’ a civilised
affair by all accounts. On the other hand, Whymper sets the scene by informing the reader
on why Webb is well known. We are immediately intrigued as Webb is given heroic qualities
‘within two or three seconds was after him in the sea,’ before his challenging swim has even
begun. However, similarly to Source A, a peaceful and calm scene is created to begin with:
‘the sea was as calm as a mill-pond.’
Williams’ short and precise paragraphs, at times, appear to question David’s intentions and
although the swim is clearly for charity, we are left to question why he is completing the
challenge: ‘What is going to bring me fulfilment?’ Is David competing with his ‘inner
demons’ or will he seek solace in completing such a ‘marathon swim?’ Williams also makes
reference to other celebrities being a part of the ‘massive swim theme’ and begins to
question, ‘what is it with comedians and endurance sports?’ The rhetorical question
encourages us to further question David’s need to complete the swim. In comparison,
however, Whymper, along with weather on the day ‘favoured’ Webb throughout and is
consistently on his side. He explains that the ‘intrepid swimmer continued at a good rate;’
he is thoroughly behind Webb and as a reader, we are to. The tone of the piece is serious
and we want Webb to succeed.
In comparison, although David’s efforts may be slightly mocked as he is ‘going as fast as you
would if you were walking a two year old,’ we take William’s tone as humorous and
sarcastic. ‘Someone tells me he has a little cut on his leg that he’s worried about. He’s not
made of stone;’ the simple sentence draws attention to humour; whilst she is praising his
bravery, she also mocks his ‘little cut.’ However, Zoe William’s admiration for David is
apparent throughout as she refers to him as ‘laughing in the face of contagion;’ whilst this is
colloquially put it does reveal a sense of pride for his achievements. She encourages the
reader to mirror her feelings, similar to Whymper, and view David’s swim as both impressive
and courageous; without taking it too serious; much like the comedian himself.
This is similar to Whymper’s final paragraph, as he highlights that although Webb has
showed signs of ‘fatigue’ and is experiencing ‘penetrating cold conditions,’ he is continuing
to battle through. Whymper’s praise for Webb is reflecting in our own thoughts as he is
‘bravely struggling’ on.
Both sources, although written in a different style; Williams’ more sardonic and informal
than Whympers; praise the challenge of endurance swimming. They both appear proud
about those who they are writing about and ultimately want them to achieve the strenuous
challenge they have set upon themselves.