Language Paper 2

Practice Papers

Year 11 – 2017

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How to do: Language Paper 2: Non-Fiction

Question 1: Comprehension: 4 minsThis is easy. Don’t blow the marks.

Question 3: Language: 12 minsYou’ve done this a million times before: Find three or four quotes that answer the question, and explain how they do this while mentioning a technique or word class. Remember to talk about the effect of language and remember that techniques in non-fiction are often different to fiction techniques (DAA FORREST is a good start.)

Notes:

Question 2: Comparison: 8 minsReally, this just asks you to compare information from both sources. Gather two or three relevant details from each of them and write them up. If you want to get over 4 marks, you must use words like “suggests” or “implies” when answering; in other words, look a little deeper into the text.

Notes:

Question 4: Comparison of techniques: 16 minsThis asks you to compare how the writers have used their techniques. To answer this question:

Work out what the TAP is for each piece (Target, Audience, Purpose) Find two quotes from each article where you think that the TAP affected the writing Write an opening paragraph where you compare the TAP for each piece Compare the two quotes, explaining how the writer changed what they did for the

audience they had.

Notes:

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Question 5: Creative writing: 45 mins Note down all ten pieces of punctuation and the phrase DAA FORREST. Read over the sources and steal some vocabulary. Check what type of writing you’re doing:

o For an article you’ll need a headline and a sub-headero For a speech, remember to address the audienceo For a letter remember address on top right, date underneath, start with a

Dear… statement and sign off with Yours sincerely if you’ve got their name or Yours faithfully if you addressed them sir / madam

Write down three points you can say in response to the statement: ideally, one should be a counter argument.

Start writing, this could be your structure:o Open with an anecdote that warms your reader up to you as a person –

remember that hearts are more powerful than heads!o Paragraph 1: an argument in your favouro Paragraph 2: a counter argument, which you prove wrongo Paragraph 3: the strongest argument in your favouro Conclusion: end with repetition, to wrap yourself up powerfully

While writing use as many of the DAA FORREST and any other rhetorical techniques you can think of – especially in those middle paragraphs. Make each sentence count.

Check your spelling, grammar and paragraphing.

If you stick to these timings you should have 20 mins spare, which is set aside for reading the texts.

Direct address Alliteration Anecdote Facts Opinions

Repetition Rhetorical questions

Emotive language

Simple sentence Triplets

Inclusive pronoun

Declarative statement

Imperative command Lists Carpae

Diem

Hyperbole Flattery Historical references

Biblical references

Warfare references

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Public hangings were brought to an end in Britain by the Capital Punishment Amendment Act of 1868, but the sentence was still carried out behind closed doors. This eyewitness account of

a visit to the prison gallows appeared in The Daily Telegraph, 30th November 1881.

SOURCE A:

Just as the clock was striking half past eight this morning the little wicket gate of the lodge of Lewes jail was opened by a warder for the purpose of admitting some dozen and a half gentlemen who till then had lingered in the garden which belongs to the prison. A bright sunshine had succeeded a gusty night, and was rapidly driving away the mists that still hung over the South Down hills.

At last we came to the yard – the one for which we were particularly bound – a large irregular space, bounded on one side by the prison, and on three others by high walls. At the end, however, were two objects which forced themselves upon the view. In the right-hand corner as we looked upon them rose a couple of thick black posts, with a huge cross piece, from which dangled a staple and a long, thick rope; in the other, about 10 yards distance, an open grave.

As we filed into the yard, I noticed that we were being one by one saluted by a somewhat diminutive man clothed in brown cloth, who raised his hat and greeted each arrival with a “good morning, gentlemen.” To my horror, the man in the brown coat proved to be no stranger wandering about, but the designer of the horrible structure on the right, and the official most closely connected with that and the open grave. William Marwood it was who thus bade us welcome, and the straps on his arms were nothing less than his “tackle”.

I confess to a shudder as I looked upon the girdle and arm pieces that had done duty on so many a struggling wretch, and half expected that the man who carried them would have attempted to hide them. But no such thing! To him they were implements of high merit, and together with the gallows formed what he now confidentially informed his hearers was “an excellent arrangement”. It was evident that in the gallows and the tackle too he had more than a little pride.

“That rope that you see there,” said he, as he gazed admiringly at the crossbar of black wood, “is two and a half inches round. I’ve hung nine with it, and it’s the same I used yesterday.” Nor does he manifest the quaver of a muscle as he went on to point to certain peculiarities of design in his machinery of death. Had he been exhibiting a cooking apparatus, a patent incubator, or a corn mill, he could not have been more pleased or more calm. To Marwood the whole thing evidently seemed a triumph of art.

At length a warder came battling up, and with a bundle of keys in his hand beckoned to Marwood. It wanted about 10 minutes to 9 o’clock, and the doomed man was waiting. “Ready for you,” remarked the warder, and with an expectant look Marwood gathered up his “tackle” and followed. With an easy skip and a hop, as though he were answering an agreeable call, he left us and disappeared towards the cell of the man about to die.

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SOURCE B: Taken from www.usnews.com , September 29th, 2014

The author of this American newspaper article is in favour of the death penalty.

How the Death Penalty Saves Lives:Capital punishment curbs criminal behaviour and promotes a safer country.

On Sept. 10, Earl Ringo Jr. was executed in Missouri. Before you decide whether or not this is right, consider what Ringo did. In July 1998, Ringo and an accomplice planned to rob a restaurant where Ringo had previously worked. Early one morning, they followed delivery truck driver Dennis Poyser and manager-in-training Joanna Baysinger into the building before shooting Poyser to death and forcing Baysinger to hand over $1,400. Then, Ringo encouraged his partner to kill her. A jury convicted Ringo of two first-degree murders.

Some crimes are so heinous and inherently wrong that they demand strict penalties – up to and including life sentences or even death. Most Americans recognize this principle as just. A Gallup poll from May on the topic found that 61 percent of Americans view the death penalty as morally acceptable, and only 30 percent disagreed. Even though foes of capital punishment have for years been increasingly vocal in their opposition to the death penalty, Americans have consistently supported capital punishment by a 2-to-1 ratio in murder cases. They are wise to do so.

Studies of the death penalty have reached various conclusions about its effectiveness in deterring crime. Indeed, recent investigations, using a variety of samples and statistical methods, consistently demonstrate a strong link between executions and reduced murder rates. For instance, a 2003 study by Emory University researchers of data from more than 3,000 counties from 1977 through 1996 found that each execution, on average, resulted in 18 fewer murders per county. In another examination, based on data from all 50 states from 1978 to 1997, Federal Communications Commission economist Paul Zimmerman demonstrated that each state execution deters an average of 14 murders annually.

A more recent study by Kenneth Land of Duke University and others concluded that, from 1994 through 2005, each execution in Texas was associated with "modest, short-term reductions" in homicides, a decrease of up to 2.5 murders. And in 2009, researchers found that adopting state laws allowing defendants in child murder cases to be eligible for the death penalty was associated with an almost 20 percent reduction in rates of these crimes.

In short, capital punishment does, in fact, save lives. That's certainly not to say that it should be exercised with wild abandon. However, the criminal process should not be abused to prevent the lawful imposition of the death penalty in capital cases.

The execution of Ringo was morally just. And it may just save the lives of several innocents.

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Q1: Read lines 5 to 15 of Source A. Choose four statements below which are TRUE. [4 marks]

The executioner is dressed in brown clothing

This event took place in the evening

The rope is described as short and thick

The rope is described as long and thick

The grave is about 15 yards from the gallows

The author describes two large, black posts

The grave is about 10 yards from the gallows

Q2: Refer to Source A and Source B. Write a summary of the differences in the writers’ attitudes to the death penalty.

[8 Marks]

Q3: Refer to Source B. How does the writer use language to convey Marwood’s attitude to the death penalty.

[12 Marks]

Q4: Refer to Source A and Source B.

Compare how the writers convey their different attitudes to the death penalty. [16 Marks]

In your answer, you should:

compare their different attitudes compare the methods they use to convey their attitudes support your ideas with quotations from both texts

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Section B: Writing

You are advised to spend about 45 minutes on this section.Write in full sentences.

You are reminded of the need to plan your answer.You should leave enough time to check your work at the end.

Q5

“No country which has the death penalty can truly call itself a civilised country.”

Write a letter to your MP, arguing in support or against capital punishment.

(24 marks for content and organisation16 marks for technical accuracy)

[40 marks]

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The Victorian era saw an horrific number of fatal train crashes. The writer Charles Dickens was involved in a train crash in Staplehurst on 9th June 1865 but fortunately survived. Here is his

eyewitness account in a letter written to a friend:

SOURCE A

My dear Mitton,

I should have written to you yesterday or the day before, if I had been quite up to writing. I am a little shaken, not by the beating and dragging of the carriage in which I was, but by the hard work afterwards in getting out the dying and dead, which was most horrible.

I was in the only carriage that did not go over into the stream. It was caught upon the turn by some of the ruin of the bridge, and hung suspended and balanced in an apparently impossible manner. Two ladies were my fellow passengers; an old one, and a young one. This is exactly what passed:- you may judge from it the precise length of the suspense. Suddenly we were off the rail and beating the ground as the car of a half emptied balloon might. The old lady cried out “My God!” and the young one screamed. I caught hold of them both (the old lady sat opposite, and the young one on my left) and said: “We can’t help ourselves, but we can be quiet and composed. Pray don’t cry out.” They both answered quite collectedly, “Yes,” and I got out without the least notion of what had happened.

Fortunately, I got out with great caution and stood upon the step. Looking down, I saw the bridge gone and nothing below me but the line of the rail. Some people in the two other compartments were madly trying to plunge out of the window, and had no idea there was an open swampy field 15 feet down below them and nothing else! The two guards (one with his face cut) were running up and down on the down side of the bridge (which was not torn up) quite wildly. I called out to them “Look at me. Do stop an instant and look at me, and tell me whether you don’t know me.” One of them answered, “We know you very well, Mr Dickens.” “Then,” I said, “my good fellow for God’s sake give me your key, and send one of those labourers here, and I’ll empty this carriage.”

We did it quite safely, by means of a plank or two and when it was done I saw all the rest of the train except the two baggage cars down in the stream. I got into the carriage again for my brandy flask, took off my travelling hat for a basin, climbed down the brickwork, and filled my hat with water. Suddenly I came upon a staggering man covered with blood (I think he must have been flung clean out of his carriage) with such a frightful cut across the skull that I couldn’t bear to look at him. I poured some water over his face, and gave him some to drink, and gave him some brandy, and laid him down on the grass, and he said, “I am gone”, and died afterwards.

Then I stumbled over a lady lying on her back against a little pollard tree, with the blood streaming over her face (which was lead colour) in a number of distinct little streams from the head. I asked her if she could swallow a little brandy, and she just nodded, and I gave her some and left her for somebody else. The next time I passed her, she was dead. No imagination can conceive the ruin of the carriages, or the extraordinary weights under which the people were lying, or the complications into which they were twisted up among iron and wood, and mud and water.

I don’t want to be examined at the Inquests and I don’t want to write about it. It could do no good either way, and I could only seem to speak about myself, which, of course, I would rather not do. But in writing these scanty words of recollection, I feel the shake and am obliged to stop.

Ever faithfully, Charles Dickens

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SOURCE B: A newspaper interview with the parents of a woman who was killed in a train crash 15 years earlier known as the Paddington Rail Disaster, which occurred in London on October 5th 1999

Those present at the scene of the Paddington rail crash have said that the worst memory they have endured over the past 15 years is the sound of mobile phones ringing from the bodies of the dead. Among the scorched metal carcases of the two trains involved in one of Britain’s worst-ever rail disasters, a cacophony of telephones bleeped and buzzed. At the other end of the line were anxious family and friends, their desperation building with each missed call.

Denman Groves first phoned his daughter, Juliet, at around 8.30am on October 5 1999. He and his wife Maureen had woken up in their home in the village of Ashleworth, near Gloucester, and as usual, switched on the television news. Like the rest of the nation watching that crisp autumn morning, they stared in shock at the plume of smoke rising from the wreckage of the two passenger trains that had collided just outside Paddington station. Neither could even imagine that their 25-year-old daughter might have been on board.

“I didn’t even think she was anywhere near Paddington that day,” says Denman. Still, when he left for work, he tried to phone her from the car – just to make sure. There was no answer. “I thought I’d try again, but then I was so busy that I forgot. It wasn’t until lunchtime that I called. I still couldn’t get an answer, so phoned her company. They said: 'We’re afraid she hasn’t arrived yet, Mr Groves, and we’re very worried.’ At that point my heart sank.”

Juliet Groves, an accountant with Ernst & Young, was one of hundreds aboard a Thames Trains commuter service from Paddington station at 8.06am that morning. Petite, pretty and fiercely intelligent – the previous year she had come seventh in the entire country in her chartered accountancy exams, Juliet lived in Chiswick but was travelling by train to Slough, where she was winding up a company. Despite her young age, she was already a specialist in bankruptcy and was being fast-tracked to become a partner in the company. From birth she had suffered from partial blindness and was unable to drive. As a result, she travelled everywhere by rail.

She was in the front carriage of the train when it passed through a red signal at Ladbroke Grove and into the path of the oncoming Paddington-bound First Great Western express travelling from Cheltenham Spa in Gloucestershire. Both drivers were killed, as well as 29 passengers, and 400 others were injured. Juliet’s body was one of the last to be discovered. She was finally found on the eighth day.

The outcry that followed led to the biggest-ever safety shake-up of the country’s rail network. In 2007, after years of campaigning by the families, Network Rail was fined £4 million for health and safety breaches.

Travelling by train on the same line from Paddington towards Gloucestershire, it is easy to imagine the scene in those carriages seconds before the impact. Passengers gaze out of windows across the snaking railway lines bordered by city scrub. A few talk business into mobile phones; others sip coffees and browse through their newspapers. The disaster, says Network Rail, “simply could not happen today”.

But that promise is not enough for Denman and Maureen Groves. Neither have boarded a British train since the crash, and never will again. Their grief would not allow it, nor the sense of lingering injustice. “I can’t do it, I won’t do it,” says Denman. “I don’t want any involvement with Network Rail. The last contact I had with them was at the trial in 2007. I told the chairman he ought to be ashamed of himself.”

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Q1: Read lines 4 to 11 of Source A. Choose four statements below which are TRUE. [4 marks]

Two carriages did not go over into the stream

There were two ladies in the carriage with Dickens

The young lady screamed. The old lady said “My God!”

Two old ladies were in the carriage with Dickens

Only one carriage did not go over into the stream

The old lady screamed. The young one said “My God!”

Dickens told the ladies to be quiet and calm down

Q2: Refer to Source A and Source B. Write a summary of the differences in the rail disasters they each describe.

[8 marks]

Q3: Refer to Source A. How does Charles Dickens use language to convey his thoughts and feelings about the disaster? [12 marks]

Q4: Refer to Source A and Source B.

Compare how the writers present their different perspectives of the national railway disasters they describe. [16 marks]

In your answer, you should:

compare their different perspectives compare the methods they use to convey their attitudes support your ideas with quotations from both texts

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Section B: Writing

You are advised to spend about 45 minutes on this section.Write in full sentences.

You are reminded of the need to plan your answer.You should leave enough time to check your work at the end.

Q5

“The government should invest more money in public transport as there are so many good reasons to use it.”

Write a letter to the editor of your local newspaper, explaining your views on this statement.

(24 marks for content and organisation16 marks for technical accuracy)

[40 marks]

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Source B:Frostiana: The History of the Thames in a Frozen State, 1815George Davis

THE history of this great frost has already been detailed in our Introduction. We shall now confine ourselves to the events which took place on the marble bosom of the now flowing Thames, focusing on the never before seen spectacles of February the first.

Tuesday, Feb. 1. — The floating masses of ice which had already staled the Thames to be covered, having been stopped by London Bridge, now assumed the shape of a solid surface over that part of the river which extends from Blackfriars' Bridge to some distance below. The watermen, taking advantage of this circumstance, placed notices at the end of all the streets leading to the city side of the river, announcing a safe footway over the river, which, as might be expected, attracted immense crowds to witness so novel a scene. Many were induced to venture on the ice, and the example thus afforded, soon led thousands to perambulate the rugged plain, where a variety of amusements were prepared for their entertainment.

Among the more curious of these was the ceremony of roasting a small sheep, which was taunted, or rather burnt, over a coal fire, placed in a large iron pan. For a view of this extraordinary spectacle, sixpence was demanded, and willingly paid. The delicate meat when done, was sold at a shilling a slice, and termed mutton.

Of booths there were a great number, which were ornamented with streamers, flags, and signs, and in which there was a plentiful store of those favourite luxuries, gin, beer, and gingerbread.

Opposite Three Crane Stairs there was a complete and well frequented thoroughfare to Bankside, which was strewed with ashes, and apparently afforded a very safe, although a very rough path. Near Blackfriars' Bridge, however, the path did not appear to be equally safe; for one young man, a plumber, named Davis, having imprudently ventured to cross with some lead in his hands, sank between two masses of ice, to rise no more.

Two young women nearly shared a similar fate, but were happily rescued from their perilous situation by the prompt efforts of two watermen. Many a fair nymph indeed was embraced into the icy arms of old Father Thames;—three prim young Quakeresses had a sort of semi-bathing, near London Bridge, and when landed on terra firma, made the best of their way through the Borough, and amidst the shouts of an admiring populace, to their residence at Newington.

In consequence of the impediments to the current of the river at London Bridge, the tide did not ebb for some days more than one half the usual mark.

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Source A:That's snow business, The Guardian, Saturday 16 January 2010By Charlie Brooker

Snow, snow, and oh, how it snowed. It snowed so hard you could be forgiven for thinking God had decided planet Earth was naught but an embarrassing celestial typo and was desperately trying to Tipp-Ex it out of existence.

It was so cold your breath hung in the air before you, and then it froze and plummeted and broke your foot. And icy. Did I mention it was icy? It was so icy that if you lived in a south-facing house in Edinburgh and slipped outside your front door, you'd slide all the way to Plymouth and fly off the edge of Britain without passing a single frictional surface along the way. Not that you'd drown: the sea was frozen too, so you'd simply carry on skidding, all the way around the entire circumference of the globe, eventually ending up back where you started. Where you'd find a news crew waiting to interview you.

You may think I'm exaggerating. So do I. But I've been watching the saturation news coverage of Britain's cold snap and consequently it's hard not to view the snowfall through apocalyptic eyes. The thick layer of snow received, quite literally, blanket coverage. As far as the 24-hour rolling networks were concerned, this wasn't a freak weather condition. This was war: Death from the skies: Earth versus the Ice Warriors: Snowmageddon.

Actually, "Snowmageddon" would've been a good name for it. Every news crisis needs a snappy title. The BBC initially christened it “Frozen Britain.” Sky opted for “The Big Freeze.” I prefer something a little more biblical primarily because anything less than a title that relates to the actual ending of all civilisation on planet earth, at the hands of a vengeful God, just doesn’t really do justice to actual cold weather.

Because this weather isn’t just cold, it’s “treacherous.” It’s almost as though at some point the British climate had promised to behave and then unceremoniously reneged on the deal. The phrase "treacherous conditions" was repeated like a mantra, and before long the subterfuge was found to be growing. Within a few days the accusing finger was being pointed at roads and pavements: the reporters screamed that these too were "treacherous", and presumably had been in cahoots with the weather all along.

Icy patches on pathways provided the news with chucklesome footage of people falling over and agitated soundbites in which aggrieved pratfallers complained about the lack of grit on pavements. You can't please some people. One minute they're whining about the mollycoddling nanny state, the next they're insisting the council employs a man to walk directly in front of them, shovelling grit beneath each potential footfall.

At the time of writing, the Big Freeze began to thaw – or at least it did in the south, where all the news happens – and consequently it fell off the running order and is now being replaced by death in the Middle East, the collapse of Europe, and famine in Africa all of which had stopped happening while it snowed.

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SECTION A: Reading

QUESTION 1: 4 MarksRead again source B, from lines 5 to 21. Choose four statements that below which are TRUE.

Shade the boxes of the ones that you think are true. Choose a maximum of four statements.

A The extract focuses on the events of the first of February

B Watchmen organised for notices to tell people where it was sage to walk on the river

C The crowds were used to this happening

D Once thousands of people were on the ice, entertainments were organised

E The people teased the sheep before they cooked it

F The sheep was sold for sixpence a slice

G The sheep was sold for a shilling a slice

H The sheep was sold as mutton – which is the name for any sheep meet that isn’t lamb

QUESTION 2: 8 MarksYou need to refer to source A and source B for this question: Use details from both sources. Write a summary of the different was people dealt with the snow.

QUESTION 3: 12 Marks You now need to refer only to source A, That’s Snow Business by Charlie Brooker. How does the writer use language to express his shock at people’s reaction to the snow?

QUESTION 4: 16 Marks For this question, you need to refer to the whole of source A together with source B.

Compare how the two writers convey their different responses to the arrival of a cold snap. In your answer, you should:

compare how their attitudes are different or similar compare the methods they use to convey their attitudes support your ideas with quotations from both texts

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Section B: Writing

You are advised to spend about 45 minutes on this section. You are reminded of the need to plan your answer.You should write in full sentences.You should leave enough time to check your work at the end.

“These days we make such a big deal out of everything! The world is becoming molly-coddled, and young people are going to need to grow a backbone if we’re going to survive.”

Your local MP has made the statement above. Write them a letter in which you explain your point of view on this statement.

(24 marks for content and organisation 16 marks for technical accuracy)

[40 marks]

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Source A: How To Be A Woman, 2011Caitlin Moran

Those with no children are apt to think of parenthood as some winsome idyll, primarily revolving around warm milk, bubble-blowing and hugs. For those engaged in it, however, the language is often military; bordering, at times, on some psychotic Colonel from Vietnam. The parallels to war are multiple: you wear the same clothes, day in, day out; you keep saying, hopefully, ‘It’ll all be over by Christmas’; it’s long periods of boredom punctuated by moments of sheer terror; you get repeatedly infested by vermin; no one seems to know what’s really going on; you will only talk about the true realities of your experiences with other veterans; and you often find yourself lying in the middle of a field in France, at 4am, crying for your mother – although the latter tends to be because you’ve contracted mastitis on a Euro-camp holiday, and realised you’ve only packed one sandal for the six-year-old rather than because you can see your exploded, trousered leg, 20 yards away, and know Wilfred Owen has already started writing a poem about you.

But whilst it’s easy to slide into a gin-sodden, decade-long bout of Lego-stippled self-pity, I prefer to look at the whole business of being a mother from a more positive angle. Firstly, and most obviously, there is the sheer emotional, intellectual, physical, chemical pleasure of your children.

The honest truth is that the world holds no greater gratification than lying in bed with your children, putting your leg on top of them, in a semi crushing manner, whilst saying, sternly, ‘You are a poo.’ £15,000 bottles of vintage champagne; hot-air balloons flying over wildebeest migrations; sharkskin shoes with a diamond on the sole; Paris: these are all, ultimately, consolation prizes for those who don’t have access to a small, ideally slightly grubby child that they can mess around with, poke and squash a little – high on ridiculous love.

It’s the silliness that’s so dizzying: a seven-year-old will run downstairs, kiss you hard, and then run back upstairs again; all in less than 30 seconds. It’s as urgent an item on their daily agenda as eating or singing. It’s like being mugged by Cupid. You, in turn, observe yourself from a distance, simply astonished by the quantities of love you manufacture. It is endless. Your adoration may grow weary but it is, ultimately, eternal: it becomes the fuel of your head, your body and your heart. It powers you through the pouring rain, delivering forgotten raincoats for lunch-time play; works overtime, paying for shoes and puppets; keeps you up all night, easing cough, fever and pain – like lust used to, but much, much stronger. And the ultimate simplicity of it is awe-inspiring.

All you ever want to know – the only question that really matters – is: are the children all right? Are they happy? Are they safe? And so long as the answer is ‘Yes’, nothing, ultimately, matters. You come across this passage in the The Grapes of Wrath, and go cold at the truth: ‘How can you frighten a man whose hunger is not only in his own cramped stomach but in the wretched bellies of his children? You can’t scare him – he has known a fear beyond every other.’

There is a black and white picture in my hallway, of me, Nancy and Lizzie in the bath, when Nancy was eight months old, and Lizzie two-and-a-half. I am gently biting Lizzie. Nancy, in turn, is gumming my face. All eyes are on the person taking the picture – Pete, who was, as the slight camera-wobble shows, laughing. There we are – a tangle of half-shared DNA, all inter-locking with each other; all being watched over by the one who loves us best. If I had to explain to someone what ‘happiness’ is, I would show them this picture.

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Question Paper: GCSE – Language – Paper 2

Source B: The Book of Household Management, 1861Isabella Beeton

The nursery is of great importance in every family, and in families of distinction, where there are several young children, it is an establishment kept apart from the rest of the family, under the charge of an upper nurse, assisted by under nursery-maids proportioned to the work to be done. The responsible duties of upper nursemaid commence with the weaning of the child: it must now be separated from the mother or wet-nurse, at least for a time, and the cares of the nursemaid, which have hitherto been only occasionally put in requisition, are now to be entirely devoted to the infant. She washes, dresses, and feeds it; walks out with it, and regulates all its little wants; and, even at this early age, many good qualities are required to do so in a satisfactory manner. Patience and good temper are indispensable qualities; truthfulness, purity of manners, minute cleanliness, and docility and obedience, almost equally so. She ought also to be acquainted with the art of ironing and trimming little caps, and be handy with her needle.

There is a considerable art in carrying an infant comfortably and you should ensure that your nursemaid is appropriately instructed. If she carry it always seated upright on her arm, and presses it too closely against her chest, the stomach of the child is apt to get compressed, and the back fatigued. For her own comfort, a good nurse will frequently vary this position, by changing from one arm to the other, and sometimes by laying it across both, raising the head a little.

Most children have some bad habit, of which they must be broken; but this is never accomplished by harshness without developing worse evils: kindness, perseverance, and patience in the nurse, are here of the utmost importance. When finger-sucking is one of these habits, the fingers are sometimes rubbed with bitter aloes, or some equally disagreeable substance. Others have dirty habits, which are only to be changed by patience, perseverance, and, above all, by regularity in the nurse. She should never be permitted to inflict punishment on these occasions, or, indeed, on any occasion. But, if punishment is to be avoided, it is still more necessary that all kinds of indulgences and flattery be equally forbidden. Yielding to all the whims of a child,—picking up its toys when thrown away in mere wantonness, would be intolerable. A child should never be led to think others inferior to it, to beat a dog, or even the stone against which it falls, as some children are taught to do by silly nurses. Neither should the nurse affect or show alarm at any of the little accidents which must inevitably happen: if it falls, treat it as a trifle; otherwise she encourages a spirit of cowardice and timidity. But she will take care that such accidents are not of frequent occurrence, or the result of neglect.

Nursemaids would do well to repeat to the parents faithfully and truly the defects they observe in the dispositions of very young children. If properly checked in time, evil propensities may be eradicated; but this should not extend to anything but serious defects; otherwise, the intuitive perceptions which all children possess will construe the act into "spying" and "informing," which should never be resorted to in the case of children, nor, indeed, in any case.

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Question Paper: GCSE – Language – Paper 2

SECTION A: Reading

QUESTION 1: 4 MarksRead again source B, from lines 3 to 14. Choose four statements that below which are TRUE.

Shade the boxes of the ones that you think are true. Choose a maximum of four statements.

A The upper nursemaid is in charge of the nursery

B The first responsibilities of the upper nursemaid begin before the child is weaned

C The upper nursemaid can often have a staff to work with her

D The child should be kept with the mother after weaning

E The nursemaid feeds, washes and dresses the child

F The mother should always be on hand to support the nursemaid

G Patience and tolerance are insignificant qualities

H A nursemaid should be able to iron and sew

QUESTION 2: 8 MarksYou need to refer to source A and source B for this question: Use details from both sources. Write a summary of the different responsibilities of being a parent.

QUESTION 3: 12 Marks You now need to refer only to source A, How to Be A Woman by Caitlin Moran. How does the writer use language to convey a sense of the difficulties of parenting?

QUESTION 4: 16 Marks For this question, you need to refer to the whole of source A together with source B.

Compare how the two writers convey their different attitudes to parenting. In your answer, you should:

compare their different attitudes compare the methods they use to convey their attitudes support your ideas with quotations from both texts

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Question Paper: GCSE – Language – Paper 2

Section B: Writing

You are advised to spend about 45 minutes on this section. You are reminded of the need to plan your answer.You should write in full sentences.You should leave enough time to check your work at the end.

“Having children is the most important thing that anyone can ever do. And people should only think about it when they’re absolutely ready.”

Write a speech to be delivered in a school in which you explain your point of view on this statement.

(24 marks for content and organisation 16 marks for technical accuracy)

[40 marks]

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