Higher Reading for UAE Trees Specimen Paper Model Answers
This specimen paper provides model answers and guidance on marking your own work for a higher reading exam focusing on trees in the UAE. The questions cover various aspects such as identifying key points, analyzing language choices, and interpreting the writer's perspectives on environmental issues. This resource offers insight into critical reading skills and understanding textual nuances.
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HIGHER READING FOR U,A,E TREES SPECIMEN PAPER Model Answers and Marking your own work.
QUESTION 1A IDENTIFY * She felt as though she was watching a murder / evil act (1) * She felt guilty (1) * She doubted / questioned whether she was doing the right thing. (1) NO: witnessing / crime Mafia hit / wondered lifted from passage.
QUESTION 1B LANGUAGE / ANALYSE Word Choice precious connotes something valuable and treasured, showing their high importance to her. (1) mammoth suggests the trees are unbelievably large and powerful, so therefore important (1) Imagery The trees are compared to God s arm . God is a worshipped figure who holds absolute power. (1) This comparison suggests the trees have spiritual qualities and should be treated with respect (1)
QUESTION 2 ACCORDING TO THE WRITER They are not activists or people with alternative lifestyles (1) They are, instead, just normal everyday people from all walks of life. (1) NO: ECO-WARRIORS / HIPPIES / YOUNG FAMILIES / RETIRED FOLK / ORDINARY / ORDINARY DOG WALKERS lifted from passage.
QUESTION 3 LANGUAGE / ANALYSE Word Choice dubious suggests there is something untrustworthy, unreliable or dodgy about the development s so-called benefits. (1) short-term implies that these benefits will only be temporary, and not a permanent solution. (1) Contrast Spanking new suggests the new estates will seem pristine and perfect, (1)but pointless when there are so many boarded-up buildings, suggesting the existing ones are neglected, abandoned and empty. (1)
QUESTION 4A IDENTIFY They only think of themselves (1) They do not really care about the environment (1) They are only interested in looking after themselves (1) They have no real concern for those less well-off than they are (1) NO: not conservationists / selfish / privileged / no care / struggling / sitting comfortably lifted from text.
QUESTION 4B LANGUAGE / ANALYSE Imagery Cutting a tree is compared to shooting an elephant. Shooting an elephant involves destroying the life of a majestic, powerful being that has walked the earth forever. (1) The comparison suggests cutting down trees is an act of murder that annihilates a beautiful, eternal part of nature. (1) Word choice grotesque suggests it is an abnormal, vile, unnatural act (1) brutal suggests the trees are cut down in a vicious, savage, violent fashion. (1)
QUESTION 5A IDENTIFY They contribute to land sinking (1) They are viewed as a general hazard. (1) They could damage vehicles. (1) They could cause young people harm. (1) They are considered untidy or dirty. (1) They can make countries money (e.g. Burma and Peru) (1) NO: subsidence / detest / health and safety / fell on cars / slip on leaves / messy / messing up / flogged off / cash lifted from passage.
QUESTION 5B ANALYSE / IMAGERY The council gardeners are compared to butchers. Butchers carve up animals for meat in a rather brutal, rough fashion. (1) This suggests that the cutting down of trees is a form of slaughter, where nature is destroyed in a violent manner. (1) OR The selling of trees to China is compared to a beautiful girl being forced to sell her hair. In this situation, the girl would feel exploited and desperate. She would be giving up her beauty for financial gain. (1) This comparison suggests that Burma s natural attractiveness was obliterated just so they could make money; it also could suggest the Burmese people were taken advantage of. (1)
THE CONCLUSION QUESTION HOW TO APPROACH IT PROPERLY!
WHY DO THIS? In most Reading for UAE papers, there will be a question asking you to evaluate how effective the conclusion is. * This means you must learn the correct strategy to use for this type of question. * As is the case with all question types, if you don t know or use the correct strategy, it is unlikely you will get all or any of the marks available. *
WHAT TO DO You need to show that you understand the purpose of a conclusion. A conclusion s purpose is to sum up the writer s main idea(s), usually in a powerful way. Usually, a conclusion will return to an idea or point already made by the writer, in order to emphasise the idea s importance. Usually, a conclusion will use appropriate techniques (word choice, imagery, tone, sentence structure, contrast ) to reinforce the main idea(s).
WHAT TO DO The question is usually rather general, meaning you can take any approach. However, sometimes it might specify ideas or style. You need to know the difference between both: STYLE = this is asking you to focus on language / techniques. IDEAS = this is asking you to show an understanding of the main point(s) or argument(s). If neither is specified (like today) you can approach the question as you wish.
THE IDEAS APPROACH THE EASIEST WAY! 1stmark outline an idea the writer makes in the conclusion. Use your own words, but feel free to include a short quote from the text to illustrate your point. 2ndmark show how this idea has already been explored in the passage. Use your own words, but feel free to include a short quote from the text to illustrate your point. By doing this, you are showing you have understood the conclusion s connection to another part of the passage.
THE IDEAS APPROACH EXAMPLE The writer concludes the paragraph rather pessimistically. She admits that it is sadly inevitable that trees will be cut down in the name of progress and developments (1 mark for showing you understand an idea in the conclusion). This revisits a point she has already made. Earlier, she wrote about a development in Hastings which will involve the felling of multiple trees (despite local people s best efforts to save them) and which is unlikely to bring any significant or long-term benefits. (2ndmark for showing connection to another part of passage).
THE COMPARISON QUESTION HOW TO APPROACH IT EVERY TIME!
WORDING OF THE QUESTION Both writers express their views about ____________________. Identify THREE areas on which they agree / disagree. In your answer, you should refer in detail to both passages. It is worded like this EVERY YEAR. The only thing that changes is the topic, and whether you need to pick out agreements or disagreements. It is always worth 5 marks.
HOW THE MARKS ARE AWARDED 3 marks = Identify THREE areas of agreement. 2 marks = Identify TWO areas of agreement. 1 mark = Identify ONE area of agreement.
HOW THE MARKS ARE AWARDED 5 marks = Identify THREE areas of agreement, using detailed and insightful supporting evidence (mainly using your own words). 4 marks = Identify THREE areas of agreement, using brief, appropriate supporting evidence (quotes only).
HOW THE MARKS ARE AWARDED As you can see, you are expected to identify THREE areas of agreement. This is always the case. You don t get extra marks for 4 or 5 so stick to 3! Once you have identified THREE points of agreement, you will have gained THREE marks.
HOW THE MARKS ARE AWARDED To get upwards of THREE marks, you need to support what you say with evidence. If you can use short quotes to illustrate your points, you will gain 4 marks in total. If you can illustrate your points by summarising what the writers say, you will gain 5 marks. This is because summarising is a higher-order skill than simply quoting.
WHAT DO I DO???? Re-read Passage 1. As you read, highlight any parts which clearly relate to these main ideas: The majesty / magnificence of trees Trees able to endure / last more than humans Ordinary people see the importance of trees and want to save / respect them Others (e.g. governments / councils / companies) show a lack of respect for trees Trees are treated with brutality
WHAT DO I DO???? You only need to pick out three areas of agreement, so this is more than you need to do in real life I m just getting you into the practice of finding main ideas! As you read the passage for the first time, it s a great idea to jot down some points on your paper just two or three words that indicate a main point or big idea. This means when you re-read passage 1 for this question, you have an idea of where the main ideas are located.
WHAT DO I DO???? Now, read passage 2 for the first time. You have already identified the main ideas in passage 1, so you are looking for this writer to say SIMILAR things. Use your highlighter and pencil to annotate passage two, picking out and highlighting anything that is SIMILAR to what you have just read. You need to be able to find THREE areas of agreement, but try to pick out more if you can.
LAYOUT FOR CONCLUSION QUESTION JUST IDENTIFYING THE AGREEMENTS = 3 MARKS IDENTIFYING +QUOTING = 4 MARKS IDENTIFYING + SUMMARISING = 5 MARKS ******This depends on what you say being correct!!******
CONSTRUCTING AN ANSWER The writers agree that trees can be magnificent and awe-inspiring. * Do this three times for 3 marks.
CONSTRUCTING AN ANSWER The writers agree that trees can be magnificent and awe-inspiring. Passage 1: like God s arm on the ceiling of the Sistine Chapel Passage 2: a floating island with an entire ecosystem of ferns and flowers. * Do this four times for 4 marks.
WHAT DO I DO???? The writers agree that trees can be magnificent and awe- inspiring. The writer of passage 1 uses religious images to convey the spiritual aspect of trees, implying they are worthy of respect and worship. She also highlights the colossal size of some trees. The writer of passage 2 agrees, opening the passage with a discussion of the sheer gravitas of the kauri forests. He highlights their massive size, saying their circumference could fill a living room, Immediately, he suggests they are huge in terms of size and importance. * Do this three times for 5 marks.
SUMMARY FOR COMPARISON QUESTION oBegin with a subheading that identifies the agreement / disagreement. oOutline, mainly using your own words, how writer 1 explores the idea. If you are rushed, quote instead. oOutline, using your own words, how writer 2 explores the idea. If you are rushed, quote instead.
