DHS Prelim 2025 Paper 2 Ans Scheme

DUNMAN HIGH SCHOOL General Certificate of Education Advanced Level Higher 1 YEAR 6 PRELIMINARY EXAMINATION Paper 2 - Comprehension Answer Scheme From Passage 1 1. In paragraph 1, what does the author mean by ‘pains induced by polite restraint’ (line 5)? [2] From the passage Suggested answer However, the truth is that we often want to be rude and enjoy being rude – after all, it frees us from the (a) pains induced by (b) polite restraint. (a) The author suggests that being polite is uncomfortable/causes unease or strain (b) because we have to constantly suppress our true feelings or impulses OR have to be constantly politically correct. (Markers’ comments: For Pt (a), we need emotional impact. No word for word substitution which distorts contextual meaning) 1 pt = 1m 2. In paragraph 2, identify the contrasts the author makes between the perceptions of rudeness in the United States and Japan. [3] From the passage Suggested answer

However, it is crucial to note that perceptions of rudeness vary across different cultures. For instance, in the United States, people exhibit rudeness because they value self-expression. Consequently, people may admire those who are more direct, seeing it as a sign of strength. Often, the recipient of the hurtful comment is expected to toughen up and not take things personally. In Japan, though, rudeness often stems from a lack of social awareness. As such, people look down on rudeness, as it disrupts group harmony. Hence, the speaker is expected to manage their words carefully to protect relationships and avoid causing offence. A. Perception of the aggressor / cause of rudeness (cue: “because” and “stems from”) (i) In the USA, rudeness may arise from app reciating being open / speaking their minds, (ii) while in Japan, rudeness is caused by not being mindful of others in social situations. B. Public attitude towards rudeness (i) In the USA, being blunt or outspoken can be respected, (ii) while in Japan, being impolite is generally frowned upon/disapproved of OR (i) In the USA, people see rudeness as a symbol of confidence / power, (ii) While in Japan, it is seen to upset mutual respect / threaten social cohesion. C. Who bears responsibility for the emotional impact of rudeness (i) In the USA, the person on the receiving end is often expected to be emotionally resilient / not get upset, (ii) but in Japan, the person talking is expected to be thoughtful / sensitive in how they communicate / to not upset anyone. OR (i) In the USA, the onus is on the listener to not get upset (ii) but in Japan, the onus is on the speaker to be thoughtful and sensitive. (Markers’ Comments: Award 1m per pair of clearly contrasted point. If there is no signposting and fair comparison, then 0 m.) 3. In paragraph 3, explain how the author illustrates his claim that ‘rudeness is seen to help us achieve workplace authority’ (line 16). [2] From the passage Suggested answer

Despite the lingering reservations about rudeness in some societies, increasingly, rudeness is seen to help us achieve workplace authority. Several studies have found that people tend to associate rudeness with having the confidence to speak up and lead others. Furthermore, from my experience, when you are rude, people take extra care not to upset you: your subordinates become more sincere in tasks you delegate to them, and your peers thoughtfully pre - empt and commit themselves to avoid unnecessarily eating up your time. (lines 15-21) The two ways are: a) [Technique] The author cites evidence from research that demonstrates [Context] a correlation between rudeness and dominance as it signals self-belief / ability /assuredness to stand up for one’s views. [1] b) [Technique] The author references a personal anecdote that shows how [Context] one’s candour communicates to co-workers that one is to be taken seriously / treated with due consideration/respect. [1] (Markers’ Comments: Both technique and context must be present for that mark to be given. Technique can be lifted, but linked to how it ‘illustrates’ workplace authority (through association or observed trends)) 4. From lines 29-30, explain two ways in which the author uses language to convey his conviction that rudeness in cancel culture is justified. [2] From the passage Suggested answer

Cancel culture exemplifies just that: rudeness is wielded as a sharpened blade of justice, used unflinchingly to expose, confront, and shame those who trample on our shared humanity. (lines 30- 31) a) [Identify] The use of metaphor ‘sharpened blade of justice’ [Unpack] likens rudeness to an effective/powerful weapon/tool that can be used against wrongdoers/injustice as it pierces through the noise. (Markers’ Comments: answers that write both “sharpened” and “blade” cannot be double credited if the explanations are the same (i.e. just give 1m). b) [Identify] The absolute word ‘unflinchingly’ [Unpack] suggests that rudeness is legitimate when used with firmness / courage / without hesitation to fight injustice. c) [Identify] The rule of three in the phrase “expose, confront, and shame” [Unpack] adds emphasis to the need for rudeness/ shows an escalation of actions /variety or comprehensive array of ways we can be rude /tangible actions that rudeness can bring about /harsh responses IN ORDER TO counter injustice (Markers’ Comments: for points (a) to (c), accept if the students can recognise how rudeness is not the norm, but we can make an exception for it in light of the wrongdoing it is trying to address.) d) [Identify] The metaphorical phrase “trample on” [Unpack] suggests that the wrongdoers’ actions showed a strong disregard of others / were severely harmful, so much so that it justifies/ warrants/ legitimises the use of rudeness. e) [Identify] The phrase “our shared humanity” [Unpack] justifying rudeness as a means to safeguard the commonality of the human experience / our fundamental values. (Markers’ Comments: 1m for ea ch identified / quoted use of a specific language device, accompanied by sound unpacking of how language use conveys contextual meaning. Reminder for students to be more precise in their quotation and unpacking.) 5. In what ways is the final sentence (lines 38 -40) an effective conclusion to the author’s argument as set out in paragraph 1? [2] From the passage Suggested answer

(Para 1, lines 3-6 – Introduction) However, the truth is that we often want to be rude and enjoy being rude – after all, it frees us from the pains induced by polite restraint. It is both relief and remedy, especially for those who are used to being thumbed down. Finally, the underdogs bark and bite back. (Para 5, lines 38-40 – Final sentence in the Conclusion) However, all adherents to this provocative style of ‘tell it as it is’ must be ready that when faced with brash comments, top dogs are not going to simply roll over and accept challenges to their authority. (a) [function] The final sentence makes a reference to the last line of the first paragraph [context] reinforcing the contrast in the power dynamics between the stakeholders OR by referencing the theme of power (b) [function] The reference to ‘top dogs’ in the conclusion and ‘underdogs’ in the introduction/wordplay [context] gives a sense of completion to the passage / links to /echoes the earlier idea of people being suppressed (Markers’ Comments: Students must quote ‘underdog /top- dogs’ if they are referencing wordplay; Sense of completion is enough, no need to unpack the theme of power. Students must signpost clearly their 2 points if attempting (a) and (b)) c) [function] The final sentence of Pa