Answers
1. (a) From the first paragraph, identify what happened to the writer.
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To get full marks in this question you need to identify the contrast:
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She became disinterested in sport (1)
And became more interested in her appearance/ hair and make-up (1)
b) Analyse how the writer’s use of language in lines 6-17 emphasises her disinterest towards
sport. You should refer in your answer to such features as sentence structure, word choice,
imagery, contrast, tone . . .
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(marks can be awarded in a variety of ways 1+1+1+1 for more basic comments 2+2 for
detailed analysis of techniques that convey her disinterest)
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“obsessed” – suggest an unhealthy fixation on her appearance (1), illustrating her
lack of interest towards anything sporty as she has no interest in anything else (1)
“reluctant to run” – suggests she was unwilling to participate in sports (1) /
alliteration emphasises her alliteration as the line stands out (1)
“convoluted exercise in avoidance” – suggests a complex and torturous experience
in trying to escape from sports (1)
“slothfulness” – connotations of lethargy and laziness (1)
“spread among us girls like a contagion” – just as an illness spreads and infects
people so to the writer was contaminated with an aversion to sports. (1) This
effectively emphasises her disinterest by suggesting it was like a plague that she was
inflicted by. (1)
“truculent” – meaning hostile has connotations of fury (1) and suggests the girls
were angry at being forced to participate in sports (1)
Structure of “one minute” to “the next” emphasising the drastic change (1)
Contrast of “flying” – suggesting she was once fast paced and sporty – versus “
slothfulness” – suggesting lethargy and laziness – emphasises her sudden disinterest
in sport (2)
Inversion “reluctant to run” places stress on this phrase helping to effectively convey
her aversion to sports (1)
Abrupt short sentence, “After this, there was no way back,” is bold and creates a
sense of finality. It effectively illustrates that her desire to participate in sports was
now over. (2)
Humorous/ defiant/ gleeful tone – ‘too late to change, Miss’ – illustrates the lengths
she will go to in avoiding sport and her happiness in succeeding to escape P.E. (2)
Or, any other acceptable answer.
2. According to the writer in lines 18—22, in what ways did her disinterest towards sport in
school impact her life?
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Any two of the following:
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She did not take up sports after this despite a hidden desire to
Instead of participating in university she spent her time in bed asleep
She now runs out of necessity rather than enjoyment
She now only runs on her own and does not enjoy the solitude
3. By referring to at least two features of language in lines 23—24 analyse how the writer
conveys her feelings towards her husband’s football. You should refer in your answer to such
features as sentence structure, word choice, tone . . .
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(Marks can be awarded in 1+1+1 manner or 2+1. For full marks candidates must identify the writer’s
attitude at some point in their answer)
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Use of exclamation marks to convey her jealousy at the pleasure her husband gains from
sports
Minor sentence – “the camaraderie” – emphasises the sense of togetherness and
companionship he gains. This contrasts with her loneliness and conveys her jealous attitude.
“Envy” meaning jealousy, has connotations of resentment and bitterness as she desires to
be part of a sporting team like her husband
“Boyish pleasure” suggests a childlike happiness and conveys her longing to be happy
participating in sports
4. (a) Identify two claims the sports minister makes about girls and sports.
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Any two for two marks:
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She is concerned that girls consider sports to be unladylike
She looks upon some sports – cheerleading and rollerblading – as very ladylike
She believes some sports – cheerleading and rollerblading – make women look positively
glowing and healthy
(b) By referring to at least two features of language, analyse how the writer conveys her attitude
towards the sports minister.
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Use of inverted commas around ‘unfeminine’/ ‘very feminine’/ ‘absolutely radiant’ distance
the writer from the phrases, suggesting she does not agree with the minister’s words and
conveys her disdain/dislike/contempt towards the minister’s beliefs (accept answers that
suggest a mocking tone)
“loathsome” suggests a hatred and repulsion towards the minister’s ideas
Use of imagery - “as if they were starring in ads for antiperspirant” – coveys her mockery.
Just as those in antiperspirant ads do not sweat and are unrealistic so too are the women
participating in ‘very feminine’ sports presented as fresh and ladylike while exercising which
is a false image.
Parenthesis is used to include a humorous side comment from the writer illustrating her
disdain towards the minister’s ideas on ‘feminine’ sports and the answer to the question on
sports
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Structure/contrast – “prepared to give her the benefit of the doubt” suggests she was open
to the minister’s comments. The word “but” signals a change and sets up the writer to
discredit the minister illustrating she disagrees with her ideas.
“ended up sounding patronising” suggests the she finds the minister’s comments belittling
and condescending
5. (a) By referring to lines 34-45 identify any four solutions given in these lines to increase
female uptake in sports. You should use your own words as far as possible.
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Any four of the following for full marks:
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She believes the concept of ladylikeness should be re-examined instead of sport
We should abolish the term ‘femininity’
We should refrain from thinking that terms associated with women and success do not
go together
We shouldn’t view women being competitive or successful in sports as wrong
Those in high/powerful positions should promote the change
(b) By referring to at least one example, analyse how the writer’s use of language emphasises her
strength of belief in this cause.
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Repetition of “we need to” emphasising how strongly she believes we have to change
Use of rhetorical question to illustrate she believes there is nothing wrong with women
being successful in sports
Short sentence “and the lead must come from the top” creates impact and illustrates the
duty those at the top have to help create change
Use of list – emphasising the benefits that sport can have – to convey what has to be
communicated to girls to create change
Climax – “excitement…empowerment” helps to illustrate the positive power of sports and
the freedom it can give women
Whatever damage it may do to the air diffidence – suggests we need to shatter the shyness
and trepidation associated with women talking about sport
Parenthesis – however painful they may find this – illustrates she believes this has to happen
whatever the costs
6. Evaluate the effectiveness of the final two paragraphs as a conclusion to the passage as a
whole.2
(For full marks candidates answer must relate to the idea of a conclusion)
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Sums up the passage well by referring back to her “bananarama” days and her changing
attitudes towards sports
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Tone of nostalgia and regret – “How I wish I’d known then what I know now” suggests
she would do things differently in hindsight
Confirms and reaffirms her opinion – mentioned previously – that women must
participate in sport
Or any other appropriate reference to previously mentioned points
Passage 2 Question
7. Both writers express their views about girls’ sport and femininity. Identify key areas on which they
agree. In your answer, you should refer in detail to both passages.
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You may answer this question in continuous prose or in a series of developed bullet points.
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They both agree that the minister’s feminine/unfeminine sports are deplorable
Passage 1 – cheerleading and rollerblading sound ‘loathsome’ and the writer is sarcastic
about these women looking ‘absolutely radiant’
Passage 2 – scorns comments about sequined socks and ‘done hair’ for their pressure on
looks and body image
They agree that women should concentrate on qualities other than their appearance
Passage 1 – it is not about sport: women need to embrace words like ‘ambition’ and
‘success’
Passage 2 – the idea is not to stop doing ‘unfeminine’ sports but to change people’s views on
women in general.
They agree that the problem is not the opposition between feminine/unfeminine sports, but
with the idea of femininity in society
Passage 1 – ‘It’s the idea of femininity that needs a rethink, not sport’ – the writer thinks the
word is unhelpful for enabling women to participate in sports
Passage 2 – the unfeminine sports are the solution not the problem. The pursuit of real
achievement in sport cultivates the strengths needed to take on the world, instead of being
obsessed by outward ‘attractiveness’.
They both suggest boys play a role in girls deciding to abandon sports:
Passage 1 – ‘the sense that I would only be noticed, be found attractive, if I was a blonde
smile in stretch jeans’ – suggests she didn’t think boys would find her attractive in her ‘too
substantial’ hockey gear
Passage 2 – agrees that ‘boys can be intimidated by sporty girls’ suggesting that this
perception can lead to girls becoming disinterested in sports