Paper 1 Mixed Review Flashcards
Q: What is the writer’s purpose in this extract about a scientific discovery?
Extract (summary): The text explains how a new type of coral is helping to restore ocean habitats, using scientific facts and neutral language.
A: The writer’s purpose is to…
A: The writer’s purpose is to inform the reader about the discovery of a new coral species and its environmental benefits. The use of factual language, statistics, and an objective tone helps to explain the issue clearly.
Q: What is the writer trying to achieve in their description of the market?
Extract (summary): The writer paints a vivid picture of a bustling market, using sensory language and detailed imagery.
A: The writer’s purpose is to…
A: The writer’s purpose is to describe the setting in a lively and engaging way. The use of sensory detail (“the scent of spices”, “a cacophony of voices”) immerses the reader in the experience.
Q: What is the main purpose of this passage?
Extract (summary): A fictional account of a boy who gets lost in a forest and encounters strange creatures.
A: The writer’s purpose is to…
A: The writer’s purpose is to entertain the reader with a fictional, imaginative story. The use of suspense and creative descriptions engages the reader’s imagination.
Q: What is the writer trying to do in this letter to the local council?
Extract (summary): A resident argues against building a new shopping centre in a park.
A: The writer’s purpose is to…
A: The writer’s purpose is to persuade the council to stop the construction. They use emotive language (“destroying our green space”), rhetorical questions, and a strong argument to influence the reader’s opinion.
Q: What is the writer doing in this personal account of their childhood?
Extract (summary): The writer looks back on summers spent with their grandparents and how those moments shaped them.
A: The writer’s purpose is to…
A: The writer’s purpose is to reflect on their personal memories. The nostalgic tone and first-person voice show the writer is exploring how past experiences have influenced their identity.
Q: What effect is the writer trying to create in the build-up to the explosion?
Extract (summary): Short sentences, heartbeats described, and a countdown leading to a loud sound.
A: The writer’s purpose is to…
A: The writer’s purpose is to build suspense and tension. The use of short, sharp sentences, vivid sensory language, and pacing techniques keeps the reader on edge.
Q: What is the writer’s purpose in this article about school uniforms?
Extract (summary): The writer argues that school uniforms limit student freedom and individuality.
A: The writer’s purpose is to…
A: The writer’s purpose is to criticise the idea of school uniforms and express a strong opinion. The argument is supported by emotive examples and persuasive language like “outdated” and “unfair”.
Q: What can we infer about how the character feels at this moment?
Extract (summary): The girl stood at the edge of the hall, her fingers twisting the ends of her sleeves. Her eyes avoided everyone else’s.
A: We can infer that…
A: We can infer that the girl feels nervous or shy. She avoids eye contact and fidgets with her sleeves, which are both signs of discomfort or anxiety.
Q: What can be inferred about why the man agrees to help?
Extract (summary): He paused, looked at the photograph on the wall, then nodded slowly and said, “Alright. I’ll do it—for her.”
A: We can infer that…
A: We can infer that the man agrees to help because of a personal connection or emotional attachment to the woman in the photograph. The pause and reference to “her” suggests a sense of duty or affection.
Q: What can we deduce about the relationship between the two characters?
Extract (summary): She passed him the bowl without a word. He smiled and nodded, but she didn’t return the smile.
A: We can deduce that…
A: We can deduce that there is tension or distance between them. Her silence and lack of response contrast with his polite smile, hinting that something is wrong or unresolved in their relationship.
Q: What atmosphere is created in the opening paragraph, and how do you know?
Extract (summary): The streets were empty. Windows were shuttered. A cold wind rattled the signs.
A: The atmosphere feels…
A: The atmosphere feels tense and eerie. The empty streets, closed windows, and rattling signs suggest that something is wrong or people are hiding. It gives a sense of danger or fear.
Q: What can be inferred about the writer’s attitude toward city life?
Extract (summary): The writer describes the city as “a concrete maze” and complains about the noise, crowds, and pollution.
A: The writer likely has a…
A: The writer likely has a negative opinion of city life. The use of phrases like “concrete maze” and focus on unpleasant details suggests criticism or dislike.
Q: Based on this ending, what do you think will happen next?
Extract (summary): He picked up his coat, glanced at the door, and took a deep breath.
A: We can infer that…
A: We can infer that he is about to leave or take action, possibly something difficult or important. The deep breath shows he’s preparing himself, suggesting anticipation or anxiety.
Q: What effect does the writer create by using short, sharp sentences in this paragraph?
Extract (summary): The footsteps stopped. Silence. Then—crash! A door flew open.
A: The short sentences create a…
A: The short sentences create a feeling of tension and suspense. They mirror the sudden, dramatic events and make the reader feel on edge, as if something dangerous is about to happen.
Q: What effect does the writer achieve through the description of the old man?
Extract (summary): His coat hung off his bony shoulders. His eyes were tired, and he shuffled forward slowly, unnoticed.
A: The writer makes the reader…
A: The writer makes the reader feel sympathy or pity for the old man. Words like “bony,” “tired,” and “unnoticed” highlight his frailty and loneliness, creating an emotional connection.
Q: What is the effect of the rhetorical question in this sentence?
Extract: “How would you feel if this happened to your family?”
A: The rhetorical question makes the reader…
A: The rhetorical question makes the reader reflect personally on the issue. It challenges them to imagine themselves in the situation, which strengthens the argument and encourages empathy.
Q: How does the use of simile affect the reader’s understanding of the storm?
Extract (summary): The wind roared like a lion, tearing at the rooftops.
A: The simile compares the…
A: The simile compares the wind to a lion, helping the reader to visualise the power and aggression of the storm. It makes the scene more dramatic and intense.
Q: What effect does the writer achieve by using exaggeration here?
Extract: “I was so hungry I could eat a hundred pizzas in one go!”
A: The exaggeration creates a…
A: The exaggeration creates a light-hearted, humorous tone. It’s not meant to be taken literally, but it emphasises the character’s extreme hunger in a fun and relatable way.
Q: What is the effect of the repetition of the word ‘run’?
Extract: “Run. Run faster. Don’t look back.”
A: The repetition of “run” creates a sense of…
A: The repetition of “run” creates a sense of urgency and danger. It puts the reader in the character’s shoes and heightens the intensity of the situation.
Q: How does the writer make the reader feel calm in this description?
Extract (summary): The waves lapped gently on the shore, and the sky faded into soft pinks and blues.
A: The…create a…
A: The gentle imagery and soft colours create a peaceful, calming effect. It slows the pace and helps the reader relax, matching the tranquil mood of the scene.
Q: How does the simile “The trees stood like guards along the path” affect the reader?
A: The simile compares the trees to guards, which suggests they are tall, still, and slightly threatening. It creates a sense of unease and formality, making the reader feel the path is being watched or controlled.
Q: What is the effect of the word “slithered” to describe how the car moved through traffic?
A: The word “slithered” has snake-like connotations. It suggests the car moved smoothly but also sneakily or dangerously, giving the reader a sense of unease or unpredictability.
Q: What is the effect of the alliteration in “silent shadows slid silently”?
A: The repeated “s” sounds mimic a soft, whispering tone, enhancing the quiet, secretive mood. It makes the movement seem smooth and eerie, drawing the reader into the mysterious setting.
Q: How is the metaphor “a volcano of rage erupted inside him” effective?
A: The metaphor compares the character’s anger to a volcano, showing that his emotions are sudden, explosive, and uncontrollable. This helps the reader understand the intensity of his feelings.
Q: How does the personification of the wind “screaming through the trees” affect the atmosphere?
A: By giving the wind human qualities (screaming), the writer creates a disturbing, chaotic mood. It makes the setting feel alive and threatening, heightening the tension for the reader.
Q: How is the contrast between “sunlight danced on the lake” and “darkness crept behind the hills” effective?
A: The contrast shows a shift in mood—from peaceful and joyful to something more ominous or threatening. It reflects the passage of time and foreshadows potential danger.
Q: What is the effect of the hyperbole in “She had a million things to do”?
A: The exaggeration emphasizes how overwhelmed or stressed the character feels. It helps the reader understand the pressure she’s under in a relatable and dramatic way.
Q: What is the tone of this paragraph, and how is it created?
Extract (summary): The writer discusses climate change, using phrases like “irreversible damage” and “a threat to future generations.”
A: The tone is serious and concerned. This is shown through formal language and emotionally loaded phrases like “irreversible damage,” which emphasise the importance and urgency of the issue.
Q: What tone does the writer use in this passage about cooking, and how do you know?
Extract (summary): “My attempt at baking looked like a collapsed tent. Even the dog looked disappointed.”
A: The tone is humorous and self-deprecating. The writer uses exaggeration and unexpected comparisons (“even the dog looked disappointed”) to amuse the reader and make fun of themselves.
Q: How would you describe the style of this report and why?
Extract (summary): The article includes statistics, topic-specific vocabulary, and avoids emotional language.
A: The style is formal and objective. The writer uses technical language and a neutral tone to convey information clearly and professionally, appropriate for a report or informative article.
Q: How does the writer’s style appeal to the reader in this blog post?
Extract (summary): “Let’s be honest—we’ve all forgotten a password and hit ‘reset’ at least 10 times.”
A: The style is informal and conversational, with direct address (“Let’s be honest”) and relatable humour. This makes the reader feel included and engaged.
Q: What is the tone of this diary entry and how is it shown?
Extract (summary): “Looking back, I realise how much I’ve grown. Those mistakes taught me more than success ever did.”
A: The tone is reflective and thoughtful. The writer uses introspective language to express personal growth, showing they’ve learned from past experiences.
Q: What tone does the writer use in their discussion of fast fashion?
Extract (summary): “Cheap clothes come at a high cost: sweatshops, pollution, and mountains of waste.”
A: The tone is critical and disapproving. The writer uses emotive, accusatory language to highlight the negative consequences of fast fashion and influence the reader’s view.
Q: How does the style support the writer’s goal in this speech?
Extract (summary): “You have the power to make a difference. The time is now. Stand up and speak out!”
A: The style is persuasive and motivational, using short, direct sentences and imperatives (“Stand up!”) to encourage the reader to take action.
Q: How does the writer structure the extract to build tension?
Extract (summary): The text starts quietly, then describes rising panic, ending with a sudden crash.
A: The writer structures the text to build suspense. It begins slowly, allowing the reader to settle into the scene, then increases pace with shorter sentences and more dramatic events. The sudden crash at the end creates a powerful climax, keeping the reader in suspense.
Q: How is contrast used in the structure of the text, and what is its effect?
Extract (summary): The first part describes a peaceful village; the second part describes a sudden violent storm.
A: The writer uses contrast in structure by placing a calm, descriptive scene beside a chaotic one. This makes the storm seem even more intense and shocking, highlighting the change in mood and drawing the reader’s attention.
Q: How is the opening effective in engaging the reader?
Extract (summary): The text begins with a question: “Have you ever felt completely alone in a crowd?”
A: The opening is effective because it uses a rhetorical question to engage the reader’s curiosity. It immediately creates a reflective and personal tone, drawing the reader into the theme of isolation.
Q: What is the effect of the flashback in the middle of the passage?
Extract (summary): The character walks through a quiet town and remembers a conversation with her father.
A: The flashback interrupts the present moment and provides emotional depth. It gives the reader insight into the character’s past and motivations, helping us understand her current feelings.
Q: How is repetition used in the structure of the text, and what does it achieve?
Extract: “He waited. And waited. And waited.”
A: The repetition slows down the pace and emphasises the character’s frustration and impatience. It forces the reader to feel the delay alongside the character, reinforcing the tone of irritation.
Q: How is the structure of the piece effective overall?
Extract (summary): The story ends with the same line it began with: “And that’s how it all started.”
A: The writer uses a circular structure to create a sense of closure and reflection. Repeating the opening line at the end helps to tie the narrative together, giving it a complete and satisfying shape.
Q: Compare the writers’ attitudes towards technology in Text A and Text B.
Text A (summary): Excited about innovation and future possibilities.
Text B (summary): Cautious, warns of dependency and loss of human connection.
A: Both writers discuss technology, but their attitudes are different. The writer of Text A is optimistic, using positive language like “exciting advancements” and “limitless potential.” In contrast, the writer of Text B is more critical, warning of “over-reliance” and “emotional isolation.” While both recognise the impact of technology, one embraces it, and the other warns against it.
Q: Compare the tone in the two descriptions of the storm.
Text A (summary): Dramatic and frightening, using intense imagery.
Text B (summary): Calm and reflective, focusing on nature’s beauty.
A: The tone in Text A is tense and dramatic, created through phrases like “the sky exploded in rage.” In contrast, Text B has a peaceful and admiring tone, describing “the rhythmic pulse of falling rain.” While both describe the same event, their tones shape the reader’s emotional response differently.
Q: How do the purposes of the two texts differ?
Text A (summary): A formal article informing readers about plastic pollution.
Text B (summary): A blog post persuading people to reduce plastic use.
A: Text A aims to inform through factual language and statistics, whereas Text B aims to persuade, using emotive language like “we’re choking our oceans” and rhetorical questions. Both deal with the same issue, but their purposes affect how they present the information.
Q: How do the styles of the two writers differ?
Text A (summary): Formal and analytical.
Text B (summary): Chatty and personal.
A: The writer of Text A uses a formal style, with precise vocabulary and objective tone. In contrast, Text B has a more conversational style, using first-person voice (“I think we all need to…”) and contractions to connect with the reader on a personal level.
Q: Compare how the two writers use language to describe the setting.
Text A (summary): Uses metaphor and simile to create a magical mood.
Text B (summary): Uses short, factual sentences and direct description.
A: In Text A, the writer uses figurative language, such as “the trees whispered secrets” to create a mystical feeling. Text B, on the other hand, is more literal, using phrases like “the forest was dense and humid” to give a straightforward, practical description. The contrast in language reflects different purposes and moods.
What needs to be included in a summary?
Use clear, concise sentences
Avoid repetition, opinion, and quotations
Start points with:
“The text explains that…”
“One reason is…”
“It describes how…”
“The character experienced…”
Use connectives: “Firstly”, “Additionally”, “In contrast”, “However”
No more than 120 words.
Group information, order them and then think about how you can express it in complex sentences
1) What is the difference between these two sets of sentences?
“She is allergic to peanuts.”
“The school trip will take place on Monday, 25th March.”
“The train was delayed by 45 minutes due to heavy rain.”
“He stared at the empty chair for a long time, saying nothing.”
“She slammed the door and walked away without a word.”
“When the test papers were handed out, he avoided eye contact with the teacher.”
📢 Explicit Meaning Examples
(Clearly stated – no need to guess)
“She is allergic to peanuts.”
➡️ Directly states a fact.
“The school trip will take place on Monday, 25th March.”
➡️ Gives specific details – no inference needed.
“The train was delayed by 45 minutes due to heavy rain.”
➡️ Clear cause and effect is explained.
🤔 Implicit Meaning Examples
(Suggested or implied – you have to read between the lines)
“He stared at the empty chair for a long time, saying nothing.”
➡️ Implies sadness or missing someone, though it’s never said outright.
“She slammed the door and walked away without a word.”
➡️ Implies anger or frustration.
“When the test papers were handed out, he avoided eye contact with the teacher.”
➡️ Implies he may be feeling guilty, nervous, or unprepared.
What are the linguistic features of a letter?
Direct address: Uses appropriate greeting
Example: “Dear Editor,” or “Dear Mr. Smith,”
Clear structure: Opening (reason for writing), body paragraphs, conclusion
Example: “I am writing to express my concern…”
Tone suited to audience:
Formal: “I would appreciate your attention to this matter.”
Informal: “Just thought I’d drop you a line…”
First or second person: Personal voice
Example: “I believe…” / “You might consider…”
Persuasive/explanatory language
Example: “It is essential that we…”
Appropriate sign-off
Example: “Yours sincerely,” or “Best wishes,”
What are the linguistic features of a report?
Linguistic Features:
Formal, objective tone
Example: “This report outlines the findings of…”
Third person
Example: “The students were surveyed over a period of two weeks.”
Passive voice
Example: “The results were analysed by the committee.”
Factual, technical vocabulary
Example: “Participants were grouped based on their demographic data.”
Structured with headings/subheadings
*Example: Introduction, Findings,
Conclusion, Recommendations
Recommendations and conclusions clearly stated
Example: “It is recommended that additional funding be allocated.”
What are the linguistic features of a journal?
Linguistic Features:
First-person narrative
Example: “I couldn’t stop thinking about what happened today.”
Informal, personal, reflective tone
Example: “Honestly, I don’t know what to do anymore.”
Past tense
Example: “I went to the market this afternoon.”
Expressive and emotional language
Example: “It was the best day ever — I felt like I was flying!”
Conversational style
Example: “Why do these things always happen to me?”
Chronological structure
Example: “First, we left home. Then, we…”
What are the linguistic features of a speech?
Linguistic Features:
Direct address to audience
Example: “Good evening, everyone.”
Rhetorical questions
Example: “Do we want a future filled with pollution?”
Inclusive pronouns
Example: “We must work together to make change happen.”
Clear transitions between points
Example: “Firstly… Secondly… Finally…”
Emotive and persuasive language
Example: “This is our moment to stand up and speak out!”
Powerful conclusion / call to action
Example: “So let’s rise and do what’s right — today!”
What are the linguistic features of an interview?
Linguistic Features:
Question-and-answer format
Example:
Interviewer: “What inspired your new album?”
Interviewee: “Honestly, it came from a place of pain and growth.”
Conversational tone
Example: “Yeah, I guess you could say that.”
First-person responses
Example: “I’ve always loved performing — ever since I was a child.”
Colloquial or informal features
Example: “It was kind of crazy, to be honest.”
Reveals opinions, anecdotes or personality
Example: “The first time I went on stage, I nearly fainted!”
What are the linguistic features of an article?
Linguistic Features:
Engaging headline
Example: “Why Every Teen Should Try Volunteering”
Strong, attention-grabbing introduction
Example: “Have you ever wanted to change the world?”
Mixture of fact and opinion
Example: “Plastic waste is a global issue — and we’re all part of it.”
Persuasive or informative tone (depending on purpose)
Example: “You can make a difference by just starting with small changes.”
Use of rhetorical devices and figurative language
Example: “We’re drowning in plastic — and it’s time to act.”
Can be in third person or first-person plural
Example: “Many students find exams stressful.” / “We need to think ahead.”
