IGCSE (First Language) Extended Response Practice 1, November 2019

 

EXTENDED RESPONSE [PAPER1]

IGCSE (First Language) Extended Response Practice 1, November 2019

 

Passage A: Creative writing class

 

Stan has decided many years after leaving school that he would like to join an adult creative writing class. This is the first lesson.

 

Stan’s pen was ready to write. ‘A limerick,’ the tutor had said, ‘is a five-line poem. Lines one, two and five rhyme. Lines three and four are shorter and they rhyme.’ Stan knew that the true definition was more technical, but was happy that this activity wasn’t going to be too challenging.

 

He thought back to his arrival at class today. A group of 10, they’d sat in a circle with Sumitra, the tutor, who asked the students to introduce themselves and share their reasons for joining the class. The first person was Miss Roberts, who stated confidently, ‘I intend to be a published writer!’ before turning a beaming smile on others of lesser ambition. A thin, young man told the group his name was Robin before muttering a few words that Stan couldn’t quite catch, but which Sumitra seemed to understand, as she nodded and smiled. Stan tried desperately to find the words that would accurately sum up his own reasons for being there. Sometimes memories of childhood were restricting and you needed to unfetter yourself.

 

He was momentarily transported back to his school English class.

 

A stern face presiding over the ranks of desks pulled young Stan to attention. Stan adjusted his position in the hope that the larger child in front of him would completely obliterate his own unworthy existence. Stan wore his English test results like an army cadet’s besmirched tunic buttons, emblematic of deep failure and shame: today’s results would surely underline the pressing need for his demotion to an even lesser division. The face at the front contorted itself into a triumphant smirk and its voice poured over him like hot coals.

 

With a struggle, older Stan dismissed that particular memory back to where it belonged.

 

His pen poised itself to write again. Sumitra had said to write a limerick using your name.

 

‘There was an old man called Stanley

 

And everyone thought he was manly …’

 

This was straightforward. Stan giggled with rising confidence, causing Sumitra to look over and nod her encouragement and Miss Roberts to raise a quizzical eyebrow. Stan gleefully scribbled lines three and four.

 

‘You can be Superman

 

Oh, yes you can …’

 

Oh no.

 

‘Banly, canly, danly …’ The pen shuddered to a halt and Stan felt horror clutch at his stomach as the last line completely eluded him. ‘When we’re ready, can we get back into our circle?’ came Sumitra’s cheery request.

 

‘Go away!’ Stan told the smirking face, as he dragged his chair back to the circle.

 

Sumitra was understanding. ‘No one has to read their poem out unless they want to.’ Robin immediately announced that he wouldn’t be reading his out. Stan was so relieved not to have to expose his failure that he hardly heeded the readings of the others, apart from the work of Miss Roberts (‘Myfanwy: remember my name’), read with such passion and gusto that it received excited applause from the other students. Sumitra, looking rather disquieted, said the whole class deserved congratulations, and invited them to email their finished work to her during the week.

 

At break-time, Stan found himself in the presence of Miss Roberts as he sipped at his water bottle.

 

‘Hello, I don’t know your name, but, as you know from my limerick, I’m Myfanwy,’ she smiled.

 

‘You never could write poetry, could you, Stanley?’ sneered the smirking face.

 

Suddenly a teapot, from which Robin had been pouring tea, performed a rebellious leap and crash-landed next to Miss Roberts. All looked on horrified as tea pumped heavily out of its gaping-mouthed spout, some splashes landing on her arm. She shrieked while Stan did the only thing he could think of, and poured the remainder of his water bottle over her arm. Robin danced dejectedly around them, proffering paper towels and abject apologies, while Sumitra asked calmly if medical assistance was required.

 

Within minutes Miss Roberts announced that she was fine. She smiled weakly at Stan.

 

For the rest of the session, the class discussed the definition of poetry and whether free verse¹ could be called poetry. Stan thoroughly enjoyed it and joined in the debate vigorously, though he noticed the tutor giving encouragement to Robin, who looked rather bemused and demoralised. It was only as Stan stepped out through the door at the end of the class that he realised he knew the last line for his limerick:

 

‘And nobly rescue Myfanwy.’

 

He would definitely email that to Sumitra. He slammed the door on the smirking face.

 

 

 

¹free verse: This is a form of poetry that doesn’t have to take a particular shape, rhythm, metre or rhyme.

 

QUESTION

 

 

You are Sumitra, the tutor at Stan’s creative writing class. After the class today, you write a journal entry.

 

Write the journal entry.

 

In your journal entry, you should:

 

•        describe your first impressions of the new students based on the introductions they gave while in the circle

 

•        describe your thoughts about what happened in class today

•        consider your plans for the next lesson and how you will manage the class and the students.

 

Base your journal entry on what you have read in Passage A, but be careful to use your own words. Address each of the three bullet points.

 

Begin your journal entry: ‘My first lesson today has given me a lot to think about …’ Write about 250 to 350 words.

Suggested plan for your journal writing task:

A1: Describe your first impressions of the new students based on the introductions they gave while in the circle
Answers	Supporting Details	Development
mixed group	adults of differing ages, different personalities, class size of 10	likely to be a challenge to teach
similarities between Stan and Robin	both found the introduction activity difficult	could get on well/encourage each other
Robin lacks confidence/shy	thin, young man; mutters	might be intimidated by the situation, might not last the course
Myfanwy/Miss Roberts is confident	beaming smile	(over) ambitious, insensitive, self-important, enthusiastic
Stan(ley) is keen to learn	left school a long time before, negative memories of school	had a bad teacher previously who affected his confidence; sensitive to others’ reactions and opinions, clever/knowledgeable

A2: Describe your thoughts about what happened in class today Answers Supporting Details Development shared reasons for coming to the class on arrival useful to learn names, get to know each other writing limericks five-line poem, Stan’s giggling wanted to keep it easy for the benefit of any nervous students, build confidence with something straightforward, pleased to see Stan enjoying himself at first reading out limericks (rest of group) didn’t force anyone to read, Stan/Robin didn’t read didn’t want any students to feel under too much pressure Myfanwy reading her limerick enthusiastically others applauded her (not as) good (as she thought it was); demoralising for less confident students accident at break time Robin dropped the teapot, splashed hot tea worried she might have been seriously hurt; (over) dramatic reaction, Robin feeling responsible class discussion about poetry/talked about free verse Stan enjoyed debate pleased, Myfanwy now less dominant     A3: Consider your plans for the next lesson and how you will manage the class and the students Answers Supporting Details Development learning activities/(not) more poetry (not) free verse build on enthusiastic discussion support students bemused felt sorry for Robin, concerns about Robin read emailed poems some poems still to be handed in make it clear everyone’s work is valued, may not ask them to read out to class teaching approach/ groupings (not) whole class reason(s) that would impact relationships between positively alter arrangements for break serving tea Safety considerations