Question 4: Model Answer (Edexcel IGCSE English Language A)

Revision Note

Deb Orrock

Written by: Deb Orrock

Reviewed by: Kate Lee

Question 4 is a longer-answer question that is worth 12 marks. It will be based on Text Two, taken from the Pearson Edexcel IGCSE English Anthology, and tests AO2, your ability to analyse a writer’s language and structure.

The following guide will demonstrate how to answer Question 4. It includes:

  • Example question and text

  • Question 4 model answer with annotations

  • Summary

Example question and text

Remember, even though you will have studied whichever extract is chosen for this question, it is still important that you highlight the focus of the question (what you will be looking for in the text).

For example:

An example of Question 4 with labels pointing to the important parts of the question
Question 4 example

Once you have done this, re-read the text, highlighting and annotating anything that might help you answer the question.

For example:

An example of the text for Question 4 with labels pointing to interesting points
Question 4 text with annotations

Question 4 model answer with annotations

Based on the above question, the following model answer demonstrates how to write your answer in order to achieve the full 12 marks:

Model answer:

The writer uses language and structure to show that people thought the actions of the two explorers were foolish and irresponsible. [Marking comment] The writer establishes doubt over the respectability of the men’s actions immediately through the use of the rhetorical “Explorers or boys messing about?” in the title. The use of the phrase “boys messing about” also suggests the immaturity of the explorers, which is an implication repeated throughout the text. [Marking comment] This establishes the writer’s point of view that the two men probably behaved irresponsibly. This is reinforced by the use of language such as “farce” suggesting the absurdity of the situation.


The writer alternates between factual short paragraphs and opinion, which in itself is presented as fact through the use of “experts” and spokespeople. This again presents the writer as biased towards the idea of this adventure being a waste of time and money. [Marking comment] Again, this is reinforced by including the information that the rescue cost “tens of thousands of pounds”, suggesting disapproval of the explorers’ selfish attitude, especially as it is “highly unlikely” that the cost would be recouped. [Marking comment]


Furthermore, the writer continues to use language that implies a childhood adventure gone wrong by describing their helicopter as “trusty” and one of the men’s wives describing them as “boys messing about with a helicopter”, which in itself indicates a lack of pride or patience for her husband’s exploits. The writer then goes on to include detailed facts about the rescue, including the fact that HMS Endurance was involved, to convey the severity of the situation and contrast this with the men’s immature attitudes. [Marking comment]


This contrast is reinforced by the use of experts to question the men’s competence. One Antarctic explorer thinks that it was “nothing short of a miracle” that the men had survived, and Gunter Endres’ criticism of their choice of helicopter is backed up with his credentials. In contrast, the writer makes clear that one of the men only “claims” to have been flying since the age of five, casting doubt upon this assertion. To cement his criticism of the pair, the writer uses another example of a failed expedition, as this is “not the first time” the two men have found themselves in difficult situations.


Finally, the writer concludes the passage with the patronising comment that the men will probably have “their bottoms kicked and be sent home” to circle back to the idea of them being immature children playing a game, reinforcing the overall negative view of the actions of the two explorers. [Marking comment]

Summary

  • Remember to read the question carefully and highlight:

    • The instructions (what you have to do)

    • The focus of the question (what you are being asked to write about)

  • Highlight and annotate the text in the margins

  • Select evidence that you are able to explore and comment upon:

    • Do not just “feature spot”

  • If there is more than one piece of evidence you can use to support a point you make, then use it:

    • Do not fall into the trap of “PEE” paragraphs, providing only one quotation as your evidence

  • Use connectives to structure your response

  • Ensure you use evidence from the whole of the extract: start, middle and end

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Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

Kate Lee

Author: Kate Lee

Expertise: English and Languages Lead

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.