Analyzing Passage Structure & Language Use
2015 N5 RUAE
‘On the spot’
Look at the sheet which you have been given.
Highlight
the important words in the questions
and
complete the instructions
for how to
answer the question.
2.
Look at lines 5—10, and then explain in your own words what the
writer means when he calls the response
“deeply ingrained”
.
2
1.
Explain fully why the first paragraph (lines 1—4) is an effective
opening to the passage as a whole.
3
Any ______ _______ for _______marks.
1 mark for ________ of _______ + 1 mark for _____ of ___________
three
points
three
intensity
“deeply”
gloss
“ingrained”
3.
Look at lines 14—21, and then explain in your own words two
aspects of
“danger”
or
“threat”
we used to experience
in the past,
and two we face now.
4
Explain in ______________ ____ aspects of
“danger”
or
“threat”
for
_________ experiences and ____________ experiences.
your own words
two
two past
two present
___________, using your ___________, some of the ________ in
the body which occur with the response.
_____ mark for each _______.
4.
Look at lines 22—37, and then summarise, using your own words as
far as possible, some of the changes in the body which occur with
the response. You should make five key points in your answer.
5
Summarise
own words
changes
One
point
5.
Explain why the sentence
“How to deal with these responses?
”
(line 44) provides an appropriate link at this point in the passage
.
2
6.
Look at lines 50—54, and then explain how two examples of the
writer’s word choice demonstrate the “benefit” of the response.
4
Explain _____ examples of the writer’s ____________ which
demonstrate the “benefit” of the response.
_________
(1)
plus ___________________
(1) x
__
two
word choice
Reference
appropriate comment
2
As above!
7.
Look at lines 55—61. Explain what the attitude of top athletes is to
pressure, and how two examples of the language used make this
attitude clear.
5
_______ the attitude of top athletes to pressure, and how _____
_________ of the language used make this ________ clear.
____________ of attitude
(1)
__________
(1)
plus
____________________
(1) x
__
Explain
two
examples
attitude
Identification
Reference
appropriate comment
2
8.
Look at lines 62—67, and explain fully using your own words why
the advice to
“grab”
the opportunity might at first seem strange.
3
Fully _______, using your ___________, why the advice to
“grab”
the opportunity might at first seem strange.
Any ______ for __mark each.
own words
explain
three
1
9.
Pick an expression from the final paragraph (lines 68—71), and show
how it helps to contribute to an effective conclusion to the passage.
You should refer to an expression or idea from earlier in the article.
2
Pick an __________ from the final paragraph and show how it helps
to contribute to an __________________ to the passage.
__________ from __________
(1) +
linked _________ from __________
(1)
expression
effective conclusion
Expression
conclusion
reference
elsewhere
1.
Explain fully why the first paragraph (lines 1—4) is an effective
opening to the passage as a whole.
3
Candidates should explain why the first paragraph is an effective
opening for the passage.
Be aware and award a mixed approach to this question.
Any three points for three marks.
If you throw a rat into the middle of a room full of humans, it will
instinctively freeze. By becoming completely still, it is more likely to
avoid detection. Then, it will dart into a corner of the room, hoping
to flee danger. If cornered, however, it will fight. Ferociously.
•
Now attempt to answer the questions.
•
The answers are on the following slides.
1.
Explain fully why the first paragraph (lines 1—4) is an effective
opening to the passage as a whole.
3
If you throw a rat into the middle of a room full of humans, it will
instinctively freeze. By becoming completely still, it is more likely to
avoid detection. Then, it will dart into a corner of the room, hoping
to flee danger. If cornered, however, it will fight. Ferociously.
•
It shows / introduces / explains / describes / connects to
(1)
•
the idea (fight-flight-freeze) / theme / focus of the text /the rat
(1)
•
creates interest / shock / pathos /drama
(1)
Also accept:
•
reference to second person /
“you”
(1)
•
with chatty / informal tone
(1)
•
single word / minor sentence / short sentence /
‘Ferociously!’
(1)
•
series of short sentences
(1)
2.
Look at lines 5—10, and then explain in your own words what the
writer means when he calls the response
“deeply ingrained”
.
2
Psychologists call it the fight-flight-freeze response, and it emerged
very early in evolution. We know this because it is common to all
vertebrates. The response starts in a part of the brain which reacts
when an animal is confronted by a threat, and is controlled by the
automatic nervous system. This is the same system that manages
digestion and respiration, and is independent of conscious will.
At the World Cup finals, we were given a neat insight into this deeply
ingrained response.
1 mark for intensity of
“deeply”
+ 1 mark for gloss of
“ingrained”
Glosses of both words:
•
“deeply”
eg very / completely / profoundly
(1)
•
“ingrained”
eg embedded / fixed / rooted / established / intuitive /
natural / instinctive / in a long standing fashion
(1)
3.
Look at lines 14—21, and then explain in your own words two
aspects of
“danger”
or
“threat”
we used to experience
in the past,
and two we face now.
4
In the modern world, we rarely face danger head-on. It is not like the
good old days 15 when the fight-flight-freeze response was regularly
called upon to deal with predators (of both an animal and human
kind). Instead, the danger we face today is artificially created: taking
an exam, giving a speech, taking a penalty.
The psychological response, however, is the same. As footballers
walk towards the spot, they are experiencing precisely the things you
experience when put under pressure at 20 work. The threat is not to
life or limb, but to ego and livelihood. We fear the consequences of
messing up.
Candidates should explain in their own words two aspects of
“danger”
or
“threat”
for two past experiences and two present
experiences, from lines 14-21.
Be aware of and award condensed answers.
3.
Look at lines 14—21, and then explain in your own words two
aspects of
“danger”
or
“threat”
we used to experience
in the past,
and two we face now.
4
In the modern world, we rarely face danger head-on. It is not like the
good old days 15 when the fight-flight-freeze response was regularly
called upon to deal with predators (of both an animal and human
kind). Instead, the danger we face today is artificially created: taking
an exam, giving a speech, taking a penalty.
The psychological response, however, is the same. As footballers
walk towards the spot, they are experiencing precisely the things you
experience when put under pressure at 20 work. The threat is not to
life or limb, but to ego and livelihood. We fear the consequences of
messing up.
Past – glosses of two:
•
“head-on”
eg direct / face to face (1)
•
“predators ...animal”
eg creatures (which wanted to harm / kill us)
(1)
•
“predators ...human kind”
eg others like us (wanted to harm / kill us,
eg through wars) (1)
•
“to life or limb”
eg real physical harm
(1)
•
“regularly”
eg frequent
(1)
•
accept example of predator
(1)
3.
Look at lines 14—21, and then explain in your own words two
aspects of
“danger”
or
“threat”
we used to experience
in the past,
and two we face now.
4
In the modern world, we rarely face danger head-on. It is not like the
good old days 15 when the fight-flight-freeze response was regularly
called upon to deal with predators (of both an animal and human
kind). Instead, the danger we face today is artificially created: taking
an exam, giving a speech, taking a penalty.
The psychological response, however, is the same. As footballers
walk towards the spot, they are experiencing precisely the things you
experience when put under pressure at 20 work. The threat is not to
life or limb, but to ego and livelihood. We fear the consequences of
messing up.
Present – glosses of two:
•
“artificial”
eg non-physical /
psychological
(1)
•
“to ego”
eg to pride / self-
esteem / vanity
(1)
•
“to livelihood”
eg to
job / earnings
(1)
•
“(consequences of) messing up”
eg doing it wrong
(1)
•
gloss of
“taking exam”
(1)
/ “giving a speech”
(1)
/ “taking a penalty”
(1)
4.
Look at lines 22—37, and then summarise, using your own words as
far as possible, some of the changes in the body which occur with
the response. You should make five key points in your answer.
5
There is an acceleration of heart and lung function. There is paling and
flushing. There is an inhibition of stomach action, such that digestion
almost completely ceases. There is a constriction of blood vessels. There is
a freeing up of metabolic energy sources (fat and glycogen). There is a
dilation of the pupils and a relaxation of the bladder. Perception narrows.
Often, there is shaking.
All of these things are incredibly useful, in the right context. They prime the
muscles; they massively increase body strength in preparation for fighting
or running. The increased muscle flow and blood pressure means that you
become hyper-vigilant. The response is beautifully balanced for a simple
reason: it helped our ancestors (and the ancestors of modern-day rats) to
survive.
But there is a rather obvious problem. The fight-flight-freeze response is
great for fighting, freezing or fleeing, but it is terrible if you have to do
something complex, or subtle, or nuanced. When you are taking a penalty,
or playing a piano concerto, or marshalling the arguments necessary to
pass a difficult interview, it is not helpful to have adrenalin pumping like
crazy and perception obliterated by tunnel vision. You need to be calm and
composed, but your body is taut, pumped and trembling.
Referring to lines 22-37, candidate should summarise using their own
words some of the changes in the body which occur with the response.
1 mark for each point.
Be aware of and award condensed answers.
4.
Look at lines 22—37, and then summarise, using your own words as
far as possible, some of the changes in the body which occur with
the response. You should make five key points in your answer.
5
There is an acceleration of heart and lung function. There is paling and
flushing. There is an inhibition of stomach action, such that digestion
almost completely ceases. There is a constriction of blood vessels. There is
a freeing up of metabolic energy sources (fat and glycogen). There is a
dilation of the pupils and a relaxation of the bladder. Perception narrows.
Often, there is shaking.
Changes – glosses of
•
“acceleration of heart ... function”
eg the heart beats more quickly
(1)
•
“acceleration of ... lung function”
eg breath comes faster
(1)
•
“there is paling and flushing”
eg the skin changes colour
(1)
•
“
there is an inhibition of stomach action, such that digestion almost
completely ceases”
eg the intestines work less
(1)
•
“there is a constriction (of blood vessels)”
eg (blood vessels) narrow
(1)
4.
Look at lines 22—37, and then summarise, using your own words as
far as possible, some of the changes in the body which occur with
the response. You should make five key points in your answer.
5
There is an acceleration of heart and lung function. There is paling and
flushing. There is an inhibition of stomach action, such that digestion
almost completely ceases. There is a constriction of blood vessels. There is
a freeing up of metabolic energy sources (fat and glycogen). There is a
dilation of the pupils and a relaxation of the bladder. Perception narrows.
Often, there is shaking.
Changes – glosses of
•
“there is a freeing up of metabolic energy sources (fat and glycogen)”
eg feel more energetic
(1)
•
“there is a dilation (of the pupils)”
eg the eyes
widen / expand /
enlarge
(1)
•
“a relaxation of the bladder”
eg waterworks loosen
(1)
•
“perception narrows”
eg concentration is (more) focused
(1)
•
“shaking” / ”trembling”
eg shuddering or quaking or similar
(1)
4.
Look at lines 22—37, and then summarise, using your own words as
far as possible, some of the changes in the body which occur with
the response. You should make five key points in your answer.
5
All of these things are incredibly useful, in the right context. They prime the
muscles; they massively increase body strength in preparation for fighting
or running. The increased muscle flow and blood pressure means that you
become hyper-vigilant. The response is beautifully balanced for a simple
reason: it helped our ancestors (and the ancestors of modern-day rats) to
survive.
Changes – glosses of
•
“prime (the muscles)”
eg prepare / ready (the muscles)
(1)
•
“increase body strength”
eg become stronger
(1)
•
“increase ... blood pressure”
eg higher (blood pressure)
(1)
•
“(become) hyper-vigilant”
eg more alert / pay more attention
(1)
4.
Look at lines 22—37, and then summarise, using your own words as
far as possible, some of the changes in the body which occur with
the response. You should make five key points in your answer.
5
But there is a rather obvious problem. The fight-flight-freeze response is
great for fighting, freezing or fleeing, but it is terrible if you have to do
something complex, or subtle, or nuanced. When you are taking a penalty,
or playing a piano concerto, or marshalling the arguments necessary to
pass a difficult interview, it is not helpful to have adrenalin pumping like
crazy and perception obliterated by tunnel vision. You need to be calm and
composed, but your body is taut, pumped and trembling.
Changes – glosses of
•
“(adrenalin) pumping like crazy”
eg increase (in adrenalin)
(1)
•
“taut”
eg tense / tightened
(1)
•
“pumped”
eg ready
(1)
5.
Explain why the sentence
“How to deal with these responses?
” (line
44) provides an appropriate link at this point in the passage
.
2
Sports psychology can be thought of as helping performers to manage a
response (ie fight, flight, freeze) that has outlived, to a large extent, its
usefulness. The players standing in the semi-circle holding hands are
virtually motionless. It is a nice metaphor for the freeze response. The walk
to the penalty spot is curiously self-conscious. You can almost hear the
inner dialogue: “Get out of here, run away! ‘But I can’t run away. I have to
take this thing!’ ”
How to deal with these responses? One way is with reflection. The next
time you give a speech or are doing a job interview, take note of how you
feel. Gauge the curious feeling of dread, the desire to run away, the way
your heart is beating out of your chest. But do not let this intimidate you;
instead, reflect that these are normal reactions and everyone experiences
them: even Michael Jordan (a marvel from the free-throw line) and Roger
Federer (who always looks unnaturally calm on Centre Court).
The candidate must offer an explanation on how the sentence
“How to
deal with these responses?”
in line 44 provides an appropriate link at
this point of the passage.
NB Marks can be gained without direct quotation from link.
5.
Explain why the sentence
“How to deal with these responses?
” (line
44) provides an appropriate link at this point in the passage
.
2
Sports psychology can be thought of as helping performers to manage a
response (ie fight, flight, freeze) that has outlived, to a large extent, its
usefulness. The players standing in the semi-circle holding hands are
virtually motionless. It is a nice metaphor for the freeze response. The walk
to the penalty spot is curiously self-conscious. You can almost hear the
inner dialogue: “Get out of here, run away! ‘But I can’t run away. I have to
take this thing!’ ”
How to deal with these responses? One
way is with reflection. The next
time you give a speech or are doing a job interview, take note of how you
feel. Gauge the curious feeling of dread, the desire to run away, the way
your heart is beating out of your chest. But do not let this intimidate you;
instead, reflect that these are normal reactions and everyone experiences
them: even Michael Jordan (a marvel from the free-throw line) and Roger
Federer (who always looks unnaturally calm on Centre Court).
•
“These responses”
looks back
(1)
•
“How” / ”to deal”
or question (mark) looks forward
(1)
5.
Explain why the sentence
“How to deal with these responses?
” (line
44) provides an appropriate link at this point in the passage
.
2
Sports psychology can be thought of as helping performers to manage a
response (ie fight, flight, freeze) that has outlived, to a large extent, its
usefulness. The players standing in the semi-circle holding hands are
virtually motionless. It is a nice metaphor for the freeze response. The walk
to the penalty spot is curiously self-conscious. You can almost hear the
inner dialogue: “Get out of here, run away! ‘But I can’t run away. I have to
take this thing!’ ”
How to deal with these responses? One way is with
reflection. The next
time you give a speech or are doing a job interview, take note of how you
feel. Gauge the curious feeling of dread, the desire to run away, the way
your heart is beating out of your chest. But do not let this intimidate you;
instead, reflect that these are normal reactions and everyone experiences
them: even Michael Jordan (a marvel from the free-throw line) and Roger
Federer (who always looks unnaturally calm on Centre Court).
OR
•
“These responses”
looks back
(1)
to actions of team-mates or inner
dialogue
(1)
5.
Explain why the sentence
“How to deal with these responses?
” (line
44) provides an appropriate link at this point in the passage
.
2
Sports psychology can be thought of as helping performers to manage a
response (ie fight, flight, freeze) that has outlived, to a large extent, its
usefulness. The players standing in the semi-circle holding hands are
virtually motionless. It is a nice metaphor for the freeze response. The walk
to the penalty spot is curiously self-conscious. You can almost hear the
inner dialogue: “Get out of here, run away! ‘But I can’t run away. I have to
take this thing!’ ”
How to deal with these responses? One
way is with reflection. The next
time you give a speech or are doing a job interview, take note of how you
feel. Gauge the curious feeling of dread, the desire to run away, the way
your heart is beating out of your chest. But do not let this intimidate you;
instead, reflect that these are normal reactions and everyone experiences
them: even Michael Jordan (a marvel from the free-throw line) and Roger
Federer (who always looks unnaturally calm on Centre Court).
OR
•
“How”
/
“to deal”
or question (mark) looks forward
(1)
to identification of
strategy (may quote “reflection”)
(1)
5.
Explain why the sentence
“How to deal with these responses?
” (line
44) provides an appropriate link at this point in the passage
.
2
Sports psychology can be thought of as helping performers to manage a
response (ie fight, flight, freeze) that has outlived, to a large extent, its
usefulness. The players standing in the semi-circle holding hands are
virtually motionless. It is a nice metaphor for the freeze response. The walk
to the penalty spot is curiously self-conscious. You can almost hear the
inner dialogue: “Get out of here, run away! ‘But I can’t run away. I have to
take this thing!’ ”
How to deal with these responses? One
way is with reflection. The next
time you give a speech or are doing a job interview, take note of how you
feel. Gauge the curious feeling of dread, the desire to run away, the way
your heart is beating out of your chest. But do not let this intimidate you;
instead, reflect that these are normal reactions and everyone experiences
them: even Michael Jordan (a marvel from the free-throw line) and Roger
Federer (who always looks unnaturally calm on Centre Court).
OR
•
reference to the ideas in the text before the link
(1)
•
reference to the ideas in the text after the link
(1)
6.
Look at lines 50—54, and then explain how two examples of the
writer’s word choice demonstrate the “benefit” of the response.
4
One of the most creative sports psychologists has found that simply
discussing the fight- flight-freeze response has huge therapeutic
benefit. It takes the edge off. It makes an otherwise bewildering
reaction (what on earth is going on inside me?) into a
comprehensible one. To put it another way, the first stage of
liberation from the tyranny of pressure is echoing the behaviour of
our ancient selves.
By referring to lines 50-54, the candidate must explain
two
examples of
the writer’s word choice which demonstrate the “benefit” of the
response.
Reference
(1)
plus appropriate comment
(1)
x 2
6.
Look at lines 50—54, and then explain how two examples of the
writer’s word choice demonstrate the “benefit” of the response.
4
One of the most creative sports psychologists has found that simply
discussing the fight- flight-freeze response has huge therapeutic
benefit. It takes the edge off. It makes an otherwise bewildering
reaction (what on earth is going on inside me?) into a
comprehensible one. To put it another way, the first stage of
liberation from the tyranny of pressure is echoing the behaviour of
our ancient selves.
•
“huge”
(1)
eg considerable
(1)
•
“therapeutic”
(1
) eg it helps
(1)
•
“It takes the edge off”
(1)
eg it makes us calmer
(1)
•
“
(It makes a ... bewildering reaction) into a comprehensible one”
(1)
eg (it turns a baffling/puzzling reaction) into one which we
understand
(1)
6.
Look at lines 50—54, and then explain how two examples of the
writer’s word choice demonstrate the “benefit” of the response.
4
One of the most creative sports psychologists has found that simply
discussing the fight- flight-freeze response has huge therapeutic
benefit. It takes the edge off. It makes an otherwise bewildering
reaction (what on earth is going on inside me?) into a
comprehensible one. To put it another way, the first stage of
liberation from the tyranny of pressure is echoing the behaviour of
our ancient selves.
•
“liberation”
(1)
eg freeing
(1)
•
“(liberation) from tyranny”
(1)
eg from oppression
(1)
•
“pressure”
(1)
eg stress
(1)
7.
Look at lines 55—61. Explain what the attitude of top athletes is to
pressure, and how two examples of the language used make this
attitude clear.
5
This, I think, is what top athletes mean when they repeat that otherwise
paradoxical saying: “Pressure is not a problem; it is a privilege”. Talk to
David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly
open about their nerves and fear. But they also talk with great pride about
facing up to them. They didn’t see these human responses as signs of
weakness but as opportunities to grow. They created mechanisms (often
highly personal ones) to help them through. They seized every opportunity
to face danger, and learnt from each experience.
The candidate should explain the attitude of top athletes to pressure,
and how
two examples
of the language used make this attitude clear
with reference to lines 55-61.
Identification of attitude
(1)
Reference
(1)
plus
appropriate comment
(1)
x 2
7.
Look at lines 55—61. Explain what the attitude of top athletes is to
pressure, and how two examples of the language used make this
attitude clear.
5
This, I think, is what top athletes mean when they repeat that otherwise
paradoxical saying: “Pressure is not a problem; it is a privilege”. Talk to
David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly
open about their nerves and fear. But they also talk with great pride about
facing up to them. They didn’t see these human responses as signs of
weakness but as opportunities to grow. They created mechanisms (often
highly personal ones) to help them through. They seized every opportunity
to face danger, and learnt from each experience.
Identification of attitude, eg pressure can be positive / beneficial (1)
Possible answers include:
•
“paradoxical”
(1)
/ reference to paradox eg emphasises that
expectation is worse than reality
(1)
•
“Pressure is not a problem”
(1)
eg bluntly states attitude
(1)
•
“privilege”
(1)
eg shows that this is something positive
(1)
7.
Look at lines 55—61. Explain what the attitude of top athletes is to
pressure, and how two examples of the language used make this
attitude clear.
5
This, I think, is what top athletes mean when they repeat that otherwise
paradoxical saying: “Pressure is not a problem; it is a privilege”. Talk to
David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly
open about their nerves and fear. But they also talk with great pride about
facing up to them. They didn’t see these human responses as signs of
weakness but as opportunities to grow. They created mechanisms (often
highly personal ones) to help them through. They seized every opportunity
to face danger, and learnt from each experience.
Identification of attitude, eg pressure can be positive / beneficial (1)
Possible answers include:
•
colon to introduce
(1)
motto/mantra
(1)
•
reference to alliteration
(1)
eg accentuates the positive
(1)
•
semi-colon after “
problem”
complements
(1)
the balance
(1)
•
balance / (idea of) antithesis of
“Pressure ... privilege”
(1)
draws
attention to the bilateral nature
(1)
7.
Look at lines 55—61. Explain what the attitude of top athletes is to
pressure, and how two examples of the language used make this
attitude clear.
5
This, I think, is what top athletes mean when they repeat that otherwise
paradoxical saying: “Pressure is not a problem; it is a privilege”. Talk to
David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly
open about their nerves and fear. But they also talk with great pride about
facing up to them. They didn’t see these human responses as signs of
weakness but as opportunities to grow. They created mechanisms (often
highly personal ones) to help them through. They seized every opportunity
to face danger, and learnt from each experience.
Identification of attitude, eg pressure can be positive / beneficial (1)
Possible answers include:
•
example(s) cited of famous sportsmen
(1)
suggests agreement
(1)
•
“perfectly open”
(1)
suggests acceptance
(1)
•
reference to
“but”
starting sentence
(1)
emphasises the contrast
(1)
•
“great pride”
(1)
emphasises how good they feel
(1)
7.
Look at lines 55—61. Explain what the attitude of top athletes is to
pressure, and how two examples of the language used make this
attitude clear.
5
This, I think, is what top athletes mean when they repeat that otherwise
paradoxical saying: “Pressure is not a problem; it is a privilege”. Talk to
David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly
open about their nerves and fear. But they also talk with great pride about
facing up to them. They didn’t see these human responses as signs of
weakness but as opportunities to grow. They created mechanisms (often
highly personal ones) to help them through. They seized every opportunity
to face danger, and learnt from each experience.
Identification of attitude, eg pressure can be positive / beneficial (1)
Possible answers include:
•
“facing up to them”
(1)
shows positive attitude to confronting them
(1)
•
“they didn’t see these ... as signs of weakness”
(1)
provides a clear
statement
(1)
•
“They created mechanisms”
(1)
suggests coping strategies
(1)
7.
Look at lines 55—61. Explain what the attitude of top athletes is to
pressure, and how two examples of the language used make this
attitude clear.
5
This, I think, is what top athletes mean when they repeat that otherwise
paradoxical saying: “Pressure is not a problem; it is a privilege”. Talk to
David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly
open about their nerves and fear. But they also talk with great pride about
facing up to them. They didn’t see these human responses as signs of
weakness but as opportunities to grow. They created mechanisms (often
highly personal ones) to help them through. They seized every opportunity
to face danger, and learnt from each experience.
Identification of attitude, eg pressure can be positive / beneficial (1)
Possible answers include:
•
“grow”
(1)
emphasises a chance to develop
(1)
•
“seized (every opportunity)”
(1)
shows they are keen
(1)
•
repetition of
“They”
at the start of a sentence / parallel structure
(1)
shows affirmative nature of the attitude
(1)
8.
Look at lines 62—67, and explain fully using your own words why
the advice to
“grab”
the opportunity might at first seem strange.
3
So, here is a piece of (free) advice: if you are given an opportunity to
take the equivalent of a penalty, whether at work or anywhere else,
grab it. Accept that you will feel uncomfortable, that your stomach
will knot and that, at the moment of truth, you will wish to be
anywhere else in the world. Think also, as you are about to perform,
of the footballers at a World Cup who volunteered to step forward
with the weight of a nation’s expectations on their shoulders.
The candidate should fully explain using their own words why the
advice to
“grab”
the opportunity might at first seem strange by
referring to lines 62-67.
Any three for 1 mark each.
8.
Look at lines 62—67, and explain fully using your own words why
the advice to
“grab”
the opportunity might at first seem strange.
3
So, here is a piece of (free) advice: if you are given an opportunity to
take the equivalent of a penalty, whether at work or anywhere else,
grab it. Accept that you will feel uncomfortable, that your stomach
will knot and that, at the moment of truth, you will wish to be
anywhere else in the world. Think also, as you are about to perform,
of the footballers at a World Cup who volunteered to step forward
with the weight of a nation’s expectations on their shoulders.
Glosses of:
•
“you will feel uncomfortable”
eg you will find it awkward /
unpleasant / unnerving
(1)
•
“your stomach will knot”
eg you will feel physically stressed
(1)
8.
Look at lines 62—67, and explain fully using your own words why
the advice to
“grab”
the opportunity might at first seem strange.
3
So, here is a piece of (free) advice: if you are given an opportunity to
take the equivalent of a penalty, whether at work or anywhere else,
grab it. Accept that you will feel uncomfortable, that your stomach
will knot and that, at the moment of truth, you will wish to be
anywhere else in the world. Think also, as you are about to perform,
of the footballers at a World Cup who volunteered to step forward
with the weight of a nation’s expectations on their shoulders.
Glosses of:
•
“at the moment of truth, you will wish to be anywhere else in the
world”
eg at the critical / vital time
(1)
you would wish you were
not doing it
(1)
•
“a nation’s expectations on their shoulders”
eg much is being hoped
for you / pressure is applied / your patriotism is under test
(1)
8.
Look at lines 62—67, and explain fully using your own words why
the advice to
“grab”
the opportunity might at first seem strange.
3
So, here is a piece of (free) advice: if you are given an opportunity to
take the equivalent of a penalty, whether at work or anywhere else,
grab it. Accept that you will feel uncomfortable, that your stomach
will knot and that, at the moment of truth, you will wish to be
anywhere else in the world. Think also, as you are about to perform,
of the footballers at a World Cup who volunteered to step forward
with the weight of a nation’s expectations on their shoulders.
Glosses of:
•
“at the moment of truth, you will wish to be anywhere else in the
world”
eg at the critical / vital time
(1)
you would wish you were
not doing it
(1)
•
“a nation’s expectations on their shoulders”
eg much is being hoped
for you / pressure is applied / your patriotism is under test
(1)
9.
Pick an expression from the final paragraph (lines 68—71), and show
how it helps to contribute to an effective conclusion to the passage.
You should refer to an expression or idea from earlier in the article.
2
Because here is the most revelatory and paradoxical thing of all: if
you miss, your life will not end. If you fluff your lines, you won’t die.
Instead, you will grow, learn and mature. And isn’t that what life –
whether at home, on the football pitch, or in the office – is
ultimately about?
The candidate should pick an expression from the final paragraph
(lines 68-71) and show how it helps to contribute to an effective
conclusion to the passage.
Expression from conclusion
(1)
NB The linked reference may be to the passage as a whole.
+
linked reference from elsewhere
(1)
9.
Pick an expression from the final paragraph (lines 68—71), and show
how it helps to contribute to an effective conclusion to the passage.
You should refer to an expression or idea from earlier in the article.
2
Because here is the most revelatory and paradoxical thing of all: if
you miss, your life will not end. If you fluff your lines, you won’t die.
Instead, you will grow, learn and mature. And isn’t that what life –
whether at home, on the football pitch, or in the office – is
ultimately about?
Reference to an expression from earlier in the article should be made.
Possible answers include:
•
“paradoxical”
(1)
eg repeats word used earlier (line 55)
(1)
•
“you will grow, learn and mature”
(1)
eg revisits actual words
“grow”
(line 56) or
“learnt”
(line 57) or ideas of athletes profiting
from the experience
(1)
•
“on the football pitch”
(1)
eg refers back to lines 9-12 or the title
(1)
9.
Pick an expression from the final paragraph (lines 68—71), and show
how it helps to contribute to an effective conclusion to the passage.
You should refer to an expression or idea from earlier in the article.
2
Because here is the most revelatory and paradoxical thing of all: if
you miss, your life will not end. If you fluff your lines, you won’t die.
Instead, you will grow, learn and mature. And isn’t that what life –
whether at home, on the football pitch, or in the office – is
ultimately about?
Reference to an expression from earlier in the article should be made.
Possible answers include:
•
“in the office”
(1)
eg refers back to
“job interview”
(line 45) or
“at
work”
(lines 19-20)
(1)
•
“fluff your lines”
(1)
eg refers back to
“giving a speech”
(line 17)
(1)
•
“if you miss”
(1)
eg refers back to
“taking a penalty”
(line 17)
(1)
Academic passage analysis task focusing on evaluating paragraph effectiveness, language interpretation, attitude identification, and conclusion impact. Examine key points, word choices, and responses within the text for a comprehensive understanding.
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2015 N5 RUAE On the spot
Look at the sheet which you have been given. Highlight the important words in the questions and complete the instructions for how to answer the question.
1. Explain fully why the first paragraph (lines 14) is an effective opening to the passage as a whole. 3 three Any ______ _______ for _______marks. three points 2. Look at lines 5 10, and then explain in your own words what the writer means when he calls the response deeply ingrained . 2 ingrained gloss 1 mark for ________ of _______ + 1 mark for _____ of ___________ intensity deeply 3. Look at lines 14 21, and then explain in your own words two aspects of danger or threat we used to experience in the past, and two we face now. 4 your own words two Explain in ______________ ____ aspects of danger or threat for _________ experiences and ____________ experiences. two past two present
4. Look at lines 2237, and then summarise, using your own words as far as possible, some of the changes in the body which occur with the response. You should make five key points in your answer. 5 own words ___________, using your ___________, some of the ________ in the body which occur with the response. _____ mark for each _______. One point Summarise changes 5. Explain why the sentence How to deal with these responses? (line 44) provides an appropriate link at this point in the passage. 2 As above! 6. Look at lines 50 54, and then explain how two examples of the writer s word choice demonstrate the benefit of the response. 4 Explain _____ examples of the writer s ____________ which demonstrate the benefit of the response. _________ (1) plus ___________________ (1) x__ Reference appropriate comment word choice two 2
7. Look at lines 5561. Explain what the attitude of top athletes is to pressure, and how two examples of the language used make this attitude clear. 5 Explain two _______ the attitude of top athletes to pressure, and how _____ _________ of the language used make this ________ clear. examples attitude ____________ of attitude (1) Identification Reference 2 __________ (1) plus ____________________ (1) x__ appropriate comment 8. Look at lines 62 67, and explain fully using your own words why the advice to grab the opportunity might at first seem strange. 3 explain own words Fully _______, using your ___________, why the advice to grab the opportunity might at first seem strange. 1 Any ______ for __mark each. three
9. Pick an expression from the final paragraph (lines 6871), and show how it helps to contribute to an effective conclusion to the passage. You should refer to an expression or idea from earlier in the article. 2 expression Pick an __________ from the final paragraph and show how it helps to contribute to an __________________ to the passage. effective conclusion __________ from __________ (1) + Expression conclusion elsewhere linked _________ from __________ (1) reference
1. Explain fully why the first paragraph (lines 14) is an effective opening to the passage as a whole. 3 If you throw a rat into the middle of a room full of humans, it will instinctively freeze. By becoming completely still, it is more likely to avoid detection. Then, it will dart into a corner of the room, hoping to flee danger. If cornered, however, it will fight. Ferociously. Candidates should explain why the first paragraph is an effective opening for the passage. Be aware and award a mixed approach to this question. Any three points for three marks.
Now attempt to answer the questions. The answers are on the following slides.
1. Explain fully why the first paragraph (lines 14) is an effective opening to the passage as a whole. 3 If you throw a rat into the middle of a room full of humans, it will instinctively freeze. By becoming completely still, it is more likely to avoid detection. Then, it will dart into a corner of the room, hoping to flee danger. If cornered, however, it will fight. Ferociously. It shows / introduces / explains / describes / connects to (1) the idea (fight-flight-freeze) / theme / focus of the text /the rat (1) creates interest / shock / pathos /drama (1) Also accept: reference to second person / you (1) with chatty / informal tone (1) single word / minor sentence / short sentence / Ferociously! (1) series of short sentences (1)
2. Look at lines 510, and then explain in your own words what the writer means when he calls the response deeply ingrained . 2 Psychologists call it the fight-flight-freeze response, and it emerged very early in evolution. We know this because it is common to all vertebrates. The response starts in a part of the brain which reacts when an animal is confronted by a threat, and is controlled by the automatic nervous system. This is the same system that manages digestion and respiration, and is independent of conscious will. At the World Cup finals, we were given a neat insight into this deeply ingrained response. 1 mark for intensity of deeply + 1 mark for gloss of ingrained Glosses of both words: deeply eg very / completely / profoundly (1) ingrained eg embedded / fixed / rooted / established / intuitive / natural / instinctive / in a long standing fashion (1)
3. Look at lines 1421, and then explain in your own words two aspects of danger or threat we used to experience in the past, and two we face now. 4 In the modern world, we rarely face danger head-on. It is not like the good old days 15 when the fight-flight-freeze response was regularly called upon to deal with predators (of both an animal and human kind). Instead, the danger we face today is artificially created: taking an exam, giving a speech, taking a penalty. The psychological response, however, is the same. As footballers walk towards the spot, they are experiencing precisely the things you experience when put under pressure at 20 work. The threat is not to life or limb, but to ego and livelihood. We fear the consequences of messing up. Candidates should explain in their own words two aspects of danger or threat for two past experiences and two present experiences, from lines 14-21. Be aware of and award condensed answers.
3. Look at lines 1421, and then explain in your own words two aspects of danger or threat we used to experience in the past, and two we face now. 4 In the modern world, we rarely face danger head-on. It is not like the good old days 15 when the fight-flight-freeze response was regularly called upon to deal with predators (of both an animal and human kind). Instead, the danger we face today is artificially created: taking an exam, giving a speech, taking a penalty. The psychological response, however, is the same. As footballers walk towards the spot, they are experiencing precisely the things you experience when put under pressure at 20 work. The threat is not to life or limb, but to ego and livelihood. We fear the consequences of messing up. Past glosses of two: head-on eg direct / face to face (1) predators ...animal eg creatures (which wanted to harm / kill us) (1) predators ...human kind eg others like us (wanted to harm / kill us, eg through wars) (1) to life or limb eg real physical harm (1) regularly eg frequent (1) accept example of predator (1)
3. Look at lines 1421, and then explain in your own words two aspects of danger or threat we used to experience in the past, and two we face now. 4 In the modern world, we rarely face danger head-on. It is not like the good old days 15 when the fight-flight-freeze response was regularly called upon to deal with predators (of both an animal and human kind). Instead, the danger we face today is artificially created: taking an exam, giving a speech, taking a penalty. The psychological response, however, is the same. As footballers walk towards the spot, they are experiencing precisely the things you experience when put under pressure at 20 work. The threat is not to life or limb, but to ego and livelihood. We fear the consequences of messing up. Present glosses of two: artificial eg non-physical / psychological (1) to ego eg to pride / self-esteem / vanity (1) to livelihood eg to job / earnings (1) (consequences of) messing up eg doing it wrong (1) gloss of taking exam (1) / giving a speech (1)/ taking a penalty (1)
4. Look at lines 2237, and then summarise, using your own words as far as possible, some of the changes in the body which occur with the response. You should make five key points in your answer. 5 There is an acceleration of heart and lung function. There is paling and flushing. There is an inhibition of stomach action, such that digestion almost completely ceases. There is a constriction of blood vessels. There is a freeing up of metabolic energy sources (fat and glycogen). There is a dilation of the pupils and a relaxation of the bladder. Perception narrows. Often, there is shaking. All of these things are incredibly useful, in the right context. They prime the muscles; they massively increase body strength in preparation for fighting or running. The increased muscle flow and blood pressure means that you become hyper-vigilant. The response is beautifully balanced for a simple reason: it helped our ancestors (and the ancestors of modern-day rats) to survive. But there is a rather obvious problem. The fight-flight-freeze response is great for fighting, freezing or fleeing, but it is terrible if you have to do something complex, or subtle, or nuanced. When you are taking a penalty, or playing a piano concerto, or marshalling the arguments necessary to pass a difficult interview, it is not helpful to have adrenalin pumping like crazy and perception obliterated by tunnel vision. You need to be calm and composed, but your body is taut, pumped and trembling. Referring to lines 22-37, candidate should summarise using their own words some of the changes in the body which occur with the response. 1 mark for each point. Be aware of and award condensed answers.
4. Look at lines 2237, and then summarise, using your own words as far as possible, some of the changes in the body which occur with the response. You should make five key points in your answer. 5 There is an acceleration of heart and lung function. There is paling and flushing. There is an inhibition of stomach action, such that digestion almost completely ceases. There is a constriction of blood vessels. There is a freeing up of metabolic energy sources (fat and glycogen). There is a dilation of the pupils and a relaxation of the bladder. Perception narrows. Often, there is shaking. Changes glosses of acceleration of heart ... function eg the heart beats more quickly (1) acceleration of ... lung function eg breath comes faster (1) there is paling and flushing eg the skin changes colour (1) there is an inhibition of stomach action, such that digestion almost completely ceases eg the intestines work less (1) there is a constriction (of blood vessels) eg (blood vessels) narrow (1)
4. Look at lines 2237, and then summarise, using your own words as far as possible, some of the changes in the body which occur with the response. You should make five key points in your answer. 5 There is an acceleration of heart and lung function. There is paling and flushing. There is an inhibition of stomach action, such that digestion almost completely ceases. There is a constriction of blood vessels. There is a freeing up of metabolic energy sources (fat and glycogen). There is a dilation of the pupils and a relaxation of the bladder. Perception narrows. Often, there is shaking. Changes glosses of there is a freeing up of metabolic energy sources (fat and glycogen) eg feel more energetic (1) there is a dilation (of the pupils) eg the eyes widen / expand / enlarge (1) a relaxation of the bladder eg waterworks loosen (1) perception narrows eg concentration is (more) focused (1) shaking / trembling eg shuddering or quaking or similar (1)
4. Look at lines 2237, and then summarise, using your own words as far as possible, some of the changes in the body which occur with the response. You should make five key points in your answer. 5 All of these things are incredibly useful, in the right context. They prime the muscles; they massively increase body strength in preparation for fighting or running. The increased muscle flow and blood pressure means that you become hyper-vigilant. The response is beautifully balanced for a simple reason: it helped our ancestors (and the ancestors of modern-day rats) to survive. Changes glosses of prime (the muscles) eg prepare / ready (the muscles) (1) increase body strength eg become stronger (1) increase ... blood pressure eg higher (blood pressure) (1) (become) hyper-vigilant eg more alert / pay more attention (1)
4. Look at lines 2237, and then summarise, using your own words as far as possible, some of the changes in the body which occur with the response. You should make five key points in your answer. 5 But there is a rather obvious problem. The fight-flight-freeze response is great for fighting, freezing or fleeing, but it is terrible if you have to do something complex, or subtle, or nuanced. When you are taking a penalty, or playing a piano concerto, or marshalling the arguments necessary to pass a difficult interview, it is not helpful to have adrenalin pumping like crazy and perception obliterated by tunnel vision. You need to be calm and composed, but your body is taut, pumped and trembling. Changes glosses of (adrenalin) pumping like crazy eg increase (in adrenalin) (1) taut eg tense / tightened (1) pumped eg ready (1)
5. Explain why the sentence How to deal with these responses? (line 44) provides an appropriate link at this point in the passage. 2 Sports psychology can be thought of as helping performers to manage a response (ie fight, flight, freeze) that has outlived, to a large extent, its usefulness. The players standing in the semi-circle holding hands are virtually motionless. It is a nice metaphor for the freeze response. The walk to the penalty spot is curiously self-conscious. You can almost hear the inner dialogue: Get out of here, run away! But I can t run away. I have to take this thing! How to deal with these responses? One way is with reflection. The next time you give a speech or are doing a job interview, take note of how you feel. Gauge the curious feeling of dread, the desire to run away, the way your heart is beating out of your chest. But do not let this intimidate you; instead, reflect that these are normal reactions and everyone experiences them: even Michael Jordan (a marvel from the free-throw line) and Roger Federer (who always looks unnaturally calm on Centre Court). The candidate must offer an explanation on how the sentence How to deal with these responses? in line 44 provides an appropriate link at this point of the passage. NB Marks can be gained without direct quotation from link.
5. Explain why the sentence How to deal with these responses? (line 44) provides an appropriate link at this point in the passage. 2 Sports psychology can be thought of as helping performers to manage a response (ie fight, flight, freeze) that has outlived, to a large extent, its usefulness. The players standing in the semi-circle holding hands are virtually motionless. It is a nice metaphor for the freeze response. The walk to the penalty spot is curiously self-conscious. You can almost hear the inner dialogue: Get out of here, run away! But I can t run away. I have to take this thing! How to deal with these responses? One way is with reflection. The next time you give a speech or are doing a job interview, take note of how you feel. Gauge the curious feeling of dread, the desire to run away, the way your heart is beating out of your chest. But do not let this intimidate you; instead, reflect that these are normal reactions and everyone experiences them: even Michael Jordan (a marvel from the free-throw line) and Roger Federer (who always looks unnaturally calm on Centre Court). These responses looks back (1) How / to deal or question (mark) looks forward (1)
5. Explain why the sentence How to deal with these responses? (line 44) provides an appropriate link at this point in the passage. 2 Sports psychology can be thought of as helping performers to manage a response (ie fight, flight, freeze) that has outlived, to a large extent, its usefulness. The players standing in the semi-circle holding hands are virtually motionless. It is a nice metaphor for the freeze response. The walk to the penalty spot is curiously self-conscious. You can almost hear the inner dialogue: Get out of here, run away! But I can t run away. I have to take this thing! How to deal with these responses? One way is with reflection. The next time you give a speech or are doing a job interview, take note of how you feel. Gauge the curious feeling of dread, the desire to run away, the way your heart is beating out of your chest. But do not let this intimidate you; instead, reflect that these are normal reactions and everyone experiences them: even Michael Jordan (a marvel from the free-throw line) and Roger Federer (who always looks unnaturally calm on Centre Court). OR These responses looks back (1) to actions of team-mates or inner dialogue (1)
5. Explain why the sentence How to deal with these responses? (line 44) provides an appropriate link at this point in the passage. 2 Sports psychology can be thought of as helping performers to manage a response (ie fight, flight, freeze) that has outlived, to a large extent, its usefulness. The players standing in the semi-circle holding hands are virtually motionless. It is a nice metaphor for the freeze response. The walk to the penalty spot is curiously self-conscious. You can almost hear the inner dialogue: Get out of here, run away! But I can t run away. I have to take this thing! How to deal with these responses? One way is with reflection. The next time you give a speech or are doing a job interview, take note of how you feel. Gauge the curious feeling of dread, the desire to run away, the way your heart is beating out of your chest. But do not let this intimidate you; instead, reflect that these are normal reactions and everyone experiences them: even Michael Jordan (a marvel from the free-throw line) and Roger Federer (who always looks unnaturally calm on Centre Court). OR How / to deal or question (mark) looks forward (1) to identification of strategy (may quote reflection ) (1)
5. Explain why the sentence How to deal with these responses? (line 44) provides an appropriate link at this point in the passage. 2 Sports psychology can be thought of as helping performers to manage a response (ie fight, flight, freeze) that has outlived, to a large extent, its usefulness. The players standing in the semi-circle holding hands are virtually motionless. It is a nice metaphor for the freeze response. The walk to the penalty spot is curiously self-conscious. You can almost hear the inner dialogue: Get out of here, run away! But I can t run away. I have to take this thing! How to deal with these responses? One way is with reflection. The next time you give a speech or are doing a job interview, take note of how you feel. Gauge the curious feeling of dread, the desire to run away, the way your heart is beating out of your chest. But do not let this intimidate you; instead, reflect that these are normal reactions and everyone experiences them: even Michael Jordan (a marvel from the free-throw line) and Roger Federer (who always looks unnaturally calm on Centre Court). OR reference to the ideas in the text before the link (1) reference to the ideas in the text after the link (1)
6. Look at lines 5054, and then explain how two examples of the writer s word choice demonstrate the benefit of the response. 4 One of the most creative sports psychologists has found that simply discussing the fight- flight-freeze response has huge therapeutic benefit. It takes the edge off. It makes an otherwise bewildering reaction (what on earth is going on inside me?) into a comprehensible one. To put it another way, the first stage of liberation from the tyranny of pressure is echoing the behaviour of our ancient selves. By referring to lines 50-54, the candidate must explain two examples of the writer s word choice which demonstrate the benefit of the response. Reference (1) plus appropriate comment (1) x 2
6. Look at lines 5054, and then explain how two examples of the writer s word choice demonstrate the benefit of the response. 4 One of the most creative sports psychologists has found that simply discussing the fight- flight-freeze response has huge therapeutic benefit. It takes the edge off. It makes an otherwise bewildering reaction (what on earth is going on inside me?) into a comprehensible one. To put it another way, the first stage of liberation from the tyranny of pressure is echoing the behaviour of our ancient selves. huge (1) eg considerable (1) therapeutic (1) eg it helps (1) It takes the edge off (1) eg it makes us calmer (1) (It makes a ... bewildering reaction) into a comprehensible one (1) eg (it turns a baffling/puzzling reaction) into one which we understand (1)
6. Look at lines 5054, and then explain how two examples of the writer s word choice demonstrate the benefit of the response. 4 One of the most creative sports psychologists has found that simply discussing the fight- flight-freeze response has huge therapeutic benefit. It takes the edge off. It makes an otherwise bewildering reaction (what on earth is going on inside me?) into a comprehensible one. To put it another way, the first stage of liberation from the tyranny of pressure is echoing the behaviour of our ancient selves. liberation (1) eg freeing (1) (liberation) from tyranny (1) eg from oppression (1) pressure (1) eg stress (1)
7. Look at lines 5561. Explain what the attitude of top athletes is to pressure, and how two examples of the language used make this attitude clear. 5 This, I think, is what top athletes mean when they repeat that otherwise paradoxical saying: Pressure is not a problem; it is a privilege . Talk to David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly open about their nerves and fear. But they also talk with great pride about facing up to them. They didn t see these human responses as signs of weakness but as opportunities to grow. They created mechanisms (often highly personal ones) to help them through. They seized every opportunity to face danger, and learnt from each experience. The candidate should explain the attitude of top athletes to pressure, and how two examples of the language used make this attitude clear with reference to lines 55-61. Identification of attitude (1) Reference (1) plus appropriate comment (1) x 2
7. Look at lines 5561. Explain what the attitude of top athletes is to pressure, and how two examples of the language used make this attitude clear. 5 This, I think, is what top athletes mean when they repeat that otherwise paradoxical saying: Pressure is not a problem; it is a privilege . Talk to David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly open about their nerves and fear. But they also talk with great pride about facing up to them. They didn t see these human responses as signs of weakness but as opportunities to grow. They created mechanisms (often highly personal ones) to help them through. They seized every opportunity to face danger, and learnt from each experience. Identification of attitude, eg pressure can be positive / beneficial (1) Possible answers include: paradoxical (1) / reference to paradox eg emphasises that expectation is worse than reality (1) Pressure is not a problem (1) eg bluntly states attitude (1) privilege (1) eg shows that this is something positive (1)
7. Look at lines 5561. Explain what the attitude of top athletes is to pressure, and how two examples of the language used make this attitude clear. 5 This, I think, is what top athletes mean when they repeat that otherwise paradoxical saying: Pressure is not a problem; it is a privilege . Talk to David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly open about their nerves and fear. But they also talk with great pride about facing up to them. They didn t see these human responses as signs of weakness but as opportunities to grow. They created mechanisms (often highly personal ones) to help them through. They seized every opportunity to face danger, and learnt from each experience. Identification of attitude, eg pressure can be positive / beneficial (1) Possible answers include: colon to introduce (1) motto/mantra (1) reference to alliteration (1) eg accentuates the positive (1) semi-colon after problem complements (1) the balance (1) balance / (idea of) antithesis of Pressure ... privilege (1) draws attention to the bilateral nature (1)
7. Look at lines 5561. Explain what the attitude of top athletes is to pressure, and how two examples of the language used make this attitude clear. 5 This, I think, is what top athletes mean when they repeat that otherwise paradoxical saying: Pressure is not a problem; it is a privilege . Talk to David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly open about their nerves and fear. But they also talk with great pride about facing up to them. They didn t see these human responses as signs of weakness but as opportunities to grow. They created mechanisms (often highly personal ones) to help them through. They seized every opportunity to face danger, and learnt from each experience. Identification of attitude, eg pressure can be positive / beneficial (1) Possible answers include: example(s) cited of famous sportsmen (1) suggests agreement (1) perfectly open (1) suggests acceptance (1) reference to but starting sentence (1) emphasises the contrast (1) great pride (1) emphasises how good they feel (1)
7. Look at lines 5561. Explain what the attitude of top athletes is to pressure, and how two examples of the language used make this attitude clear. 5 This, I think, is what top athletes mean when they repeat that otherwise paradoxical saying: Pressure is not a problem; it is a privilege . Talk to David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly open about their nerves and fear. But they also talk with great pride about facing up to them. They didn t see these human responses as signs of weakness but as opportunities to grow. They created mechanisms (often highly personal ones) to help them through. They seized every opportunity to face danger, and learnt from each experience. Identification of attitude, eg pressure can be positive / beneficial (1) Possible answers include: facing up to them (1) shows positive attitude to confronting them (1) they didn t see these ... as signs of weakness (1) provides a clear statement (1) They created mechanisms (1) suggests coping strategies (1)
7. Look at lines 5561. Explain what the attitude of top athletes is to pressure, and how two examples of the language used make this attitude clear. 5 This, I think, is what top athletes mean when they repeat that otherwise paradoxical saying: Pressure is not a problem; it is a privilege . Talk to David Beckham, Sebastian Coe or Sir Chris Hoy and they will be perfectly open about their nerves and fear. But they also talk with great pride about facing up to them. They didn t see these human responses as signs of weakness but as opportunities to grow. They created mechanisms (often highly personal ones) to help them through. They seized every opportunity to face danger, and learnt from each experience. Identification of attitude, eg pressure can be positive / beneficial (1) Possible answers include: grow (1) emphasises a chance to develop (1) seized (every opportunity) (1) shows they are keen (1) repetition of They at the start of a sentence / parallel structure (1) shows affirmative nature of the attitude (1)
8. Look at lines 6267, and explain fully using your own words why the advice to grab the opportunity might at first seem strange. 3 So, here is a piece of (free) advice: if you are given an opportunity to take the equivalent of a penalty, whether at work or anywhere else, grab it. Accept that you will feel uncomfortable, that your stomach will knot and that, at the moment of truth, you will wish to be anywhere else in the world. Think also, as you are about to perform, of the footballers at a World Cup who volunteered to step forward with the weight of a nation s expectations on their shoulders. The candidate should fully explain using their own words why the advice to grab the opportunity might at first seem strange by referring to lines 62-67. Any three for 1 mark each.
8. Look at lines 6267, and explain fully using your own words why the advice to grab the opportunity might at first seem strange. 3 So, here is a piece of (free) advice: if you are given an opportunity to take the equivalent of a penalty, whether at work or anywhere else, grab it. Accept that you will feel uncomfortable, that your stomach will knot and that, at the moment of truth, you will wish to be anywhere else in the world. Think also, as you are about to perform, of the footballers at a World Cup who volunteered to step forward with the weight of a nation s expectations on their shoulders. Glosses of: you will feel uncomfortable eg you will find it awkward / unpleasant / unnerving (1) your stomach will knot eg you will feel physically stressed (1)
8. Look at lines 6267, and explain fully using your own words why the advice to grab the opportunity might at first seem strange. 3 So, here is a piece of (free) advice: if you are given an opportunity to take the equivalent of a penalty, whether at work or anywhere else, grab it. Accept that you will feel uncomfortable, that your stomach will knot and that, at the moment of truth, you will wish to be anywhere else in the world. Think also, as you are about to perform, of the footballers at a World Cup who volunteered to step forward with the weight of a nation s expectations on their shoulders. Glosses of: at the moment of truth, you will wish to be anywhere else in the world eg at the critical / vital time (1) you would wish you were not doing it (1) a nation s expectations on their shoulders eg much is being hoped for you / pressure is applied / your patriotism is under test (1)
8. Look at lines 6267, and explain fully using your own words why the advice to grab the opportunity might at first seem strange. 3 So, here is a piece of (free) advice: if you are given an opportunity to take the equivalent of a penalty, whether at work or anywhere else, grab it. Accept that you will feel uncomfortable, that your stomach will knot and that, at the moment of truth, you will wish to be anywhere else in the world. Think also, as you are about to perform, of the footballers at a World Cup who volunteered to step forward with the weight of a nation s expectations on their shoulders. Glosses of: at the moment of truth, you will wish to be anywhere else in the world eg at the critical / vital time (1) you would wish you were not doing it (1) a nation s expectations on their shoulders eg much is being hoped for you / pressure is applied / your patriotism is under test (1)
9. Pick an expression from the final paragraph (lines 6871), and show how it helps to contribute to an effective conclusion to the passage. You should refer to an expression or idea from earlier in the article. 2 Because here is the most revelatory and paradoxical thing of all: if you miss, your life will not end. If you fluff your lines, you won t die. Instead, you will grow, learn and mature. And isn t that what life whether at home, on the football pitch, or in the office is ultimately about? The candidate should pick an expression from the final paragraph (lines 68-71) and show how it helps to contribute to an effective conclusion to the passage. + linked reference from elsewhere (1) Expression from conclusion (1) NB The linked reference may be to the passage as a whole.
9. Pick an expression from the final paragraph (lines 6871), and show how it helps to contribute to an effective conclusion to the passage. You should refer to an expression or idea from earlier in the article. 2 Because here is the most revelatory and paradoxical thing of all: if you miss, your life will not end. If you fluff your lines, you won t die. Instead, you will grow, learn and mature. And isn t that what life whether at home, on the football pitch, or in the office is ultimately about? Reference to an expression from earlier in the article should be made. Possible answers include: paradoxical (1) eg repeats word used earlier (line 55) (1) you will grow, learn and mature (1) eg revisits actual words grow (line 56) or learnt (line 57) or ideas of athletes profiting from the experience (1) on the football pitch (1) eg refers back to lines 9-12 or the title (1)
9. Pick an expression from the final paragraph (lines 6871), and show how it helps to contribute to an effective conclusion to the passage. You should refer to an expression or idea from earlier in the article. 2 Because here is the most revelatory and paradoxical thing of all: if you miss, your life will not end. If you fluff your lines, you won t die. Instead, you will grow, learn and mature. And isn t that what life whether at home, on the football pitch, or in the office is ultimately about? Reference to an expression from earlier in the article should be made. Possible answers include: in the office (1) eg refers back to job interview (line 45) or at work (lines 19-20) (1) fluff your lines (1) eg refers back to giving a speech (line 17) (1) if you miss (1) eg refers back to taking a penalty (line 17) (1)
