Cambridge International AS Level English General Paper
Answers to coursebook questions
Chapter 4.1 Use of English
All answers were written by the author. In examination, the way marks would be awarded to answers
like these may be different.
Activity 1
1 prescriptive
2 descriptive
3 prescriptive
4 descriptive
5 prescriptive
6 prescriptive
7 prescriptive
8 descriptive
9 prescriptive
10 prescriptive
Activity 2
2–3 Answers will vary, but you may want to point out that applying the ‘teacher’s feedback’ to the
student’s work can enliven the sentence and add momentum to the point. Sample revision: ‘All high
school students should read the novel, Things Fall Apart, by Chinua Achebe, because it covers the
timeless struggle between change and tradition.’
Exam-style questions 1
Suggested answers:
1 He seems to support their advice. While he admits that rules can be broken, he emphasises Strunk
and White’s point that you need to know what you are doing first before you can bend the rules.
2 marks: award 1 mark for raising a point that is relevant to the text; award a second mark for using
unique language of one’s own to express the ideas contained in the text.
2 Answers will vary.
2 marks: award 1 mark for accurately identifying meaning; award 2 marks for using one’s own words.
3 Suggested answers:
a extinguish, stifle, destroy, collapse, cancel (verb)
b flexibility, adjustability, malleability, plasticity (noun)
c basic, fundamental, elementary, simple, primary (adjective)
d clear, understandable, intelligible, logical, lucid (adjective)
e guess, theorise, muse, hypothesise (verb)
5 marks: award 1 mark for each correct definition for a–e.
4 Reference to Benito Mussolini, leader of the Fascist Party and Italian dictator during World War I/II
eras. Students may point out that Strunk is often viewed as the source who often dictates the rules
of proper grammar or that people follow/rebel against his lead.
3 marks: award 1 mark for accurately determining phrase meaning; award 2 marks for justification.
5 According to his perspective, active voice gives writing a firmer/stronger voice than the passive
voice, making the statement appear bold as opposed to ‘timid’, or shy.
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Cambridge International AS Level English General Paper
2 marks: award 1 mark for offering a relevant reason; award a second mark for using one’s own
words to explain.
6 Tone: instructional, light-hearted, encouraging, well-meaning, empathetic, empowering
Examples:
•• ‘Must you …?; Perish the thought.’
•• ‘If you don’t have … how can you be certain …?’
•• ‘… throw back your shoulders, stick out your chin, and put that meeting in charge!’
•• Use of the term ‘fellow’.
•• ‘There, by God!’
•• ‘Don’t you feel better?’
•• Mention of the ‘Grammar Police’ and likening Strunk to Mussolini; joke about instruction
manuals and lawyers; all add light-hearted humour and gentle encouragement.
3 marks: award 1 mark for accurately identifying the tone; award 1 mark for each example offered to
justify the tone chosen.
7 Answers will vary.
8 marks: award 1 mark for considering both benefits and drawbacks; award 1 mark for each
benefit/drawback raised; award 1 mark for each example offered to support points raised.
NOTE: students will need to offer multiple benefits/drawbacks and evidence in order to acquire all
points possible. Students do NOT need to offer an equal amount of benefits and drawbacks, so long
as they mention both and sustain each idea.
Exam-style questions 2
1 Answers will vary, but students may point out that it exemplifies the point the author is making
about people’s misconceptions of adverbs as single words.
2 marks: award 2 marks for a relevant response.
2 Answers will vary.
What the analogy means: students may note that the author compares the two because just as
an athlete has different tools available to him when he performs, so does the writer. To not use all
tools available is a waste of talent and may negatively affect success or effectiveness.
Critiquing the strength of the comparison: comparison between an athlete and a writer lacks
parallel; perhaps a comparison to another figure within the same ‘humanities’ category (e.g.
musician, painter/artist) might serve the analogy better. On the other hand, students may also
point out that comparison to sport is a common way to make meaning out of an idea and can
therefore be an effective way to express the idea to a lay audience.
4 marks: award 1 mark for correct interpretation of what the analogy means; award 2 marks for a
well-developed critique of the analogy; award 1 mark for using one’s own words.
3 Voice is formed through practice and observation. Writers need exposure to a range of language,
and practice using words in different combinations in order to form their own technique.
3 marks: award 2 marks for a relevant response; award 1 mark for use of one’s own words.
4 a Excising: omitting
b Captivating: engaging, interesting, intriguing
2 marks: award 1 mark for each correct definition for a–b.
5 Freese and King both believe the writer is free to make his or her own choices when writing, but
only after he/she has a firm understanding of syntax. King cites Strunk and White’s statement to
reinforce his point and Freese compares the writer to a singer to convey this point.
6 marks: award 2 marks for identifying common link in perspectives; award 2 marks for each piece of
relevant text evidence used to support.
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Cambridge International AS Level English General Paper
6 Answers will vary.
8 marks: award approximately 1 mark per 10 words of relevant response.
Exam-style questions 3
1 Pullum’s main objection is that it offers a host of inaccurate information about grammar rules –
which are based on opinion and preference rather than actual use – thus misguiding students’
understanding of language.
1 mark: award 1 mark for accurately identifying main objection.
2 The author offers several instances which support his point that Strunk and White have offered
false advice; a list of evidence to support.
1 mark: award 1 mark for accurately identifying purpose of list.
3 This is meant to challenge Strunk and White’s advice against actual writing from great authors; it
invites the reader to consider theory versus practice.
1 mark: award 1 mark for accurately identifying purpose of question.
4 The author mentions Liberman to corroborate his own point that good authors are not following
the rules given by Strunk and White. He uses another academic as evidence, which also adds
to the credibility of his own argument.
2 marks: award 1 mark for determining why; award a second mark for sustaining the point via
brief justification.
5 Tone: harsh, ascerbic, critical, outraged, tangential; students may point out that he begins with
control, but spirals out of control at certain points, particularly at the end.
Examples: answers will vary, but harsh/critical/tangential language occurs through the use of
several ad hominem attacks and emotionally-charged language (e.g. ‘denigrating the passive’,
‘invented example’, ‘deliberately designed to sound inept’, ‘trivial don’t-do-this prescriptions’,
‘pair of idiosyncratic bumblers’, ‘can’t even tell when they’ve broken their own misbegotten
rules’). Moments of control include: ‘Is this a rule to be trusted? Let’s investigate’, ‘what concerns
me [most],’ ‘it seems to me that’.
4 marks: award 1 mark for identifying a relevant tone; award 1 mark for each example.
6 Answers will vary.
5 marks: award approximately 1 mark per 10 words of relevant explanation.
7 Impressive:
•• Uses ample evidence to support claims against Strunk and White’s work.
•• Considers the opposition.
•• Corroborates perspectives.
•• Logically organised.
•• Hedges words to maintain tone.
Causes concern:
•• Tangential at several points.
•• Control in question. 5 marks: award approximately 1 mark per 10 words of relevant explanation
•• Several ad hominem attacks among other fallacies (e.g. hasty generalisation, emotionally
charged language).
8 marks: award 1 mark for each reason why it’s impressive; award 1 mark for each reason to
claim it’s concerning; award 1 mark for each piece of evidence used to support each reason why
it is impressive or concerning; award 1 mark for addressing both impressive and concerning
qualities of the argument. NOTE: students will need to offer several reasons + evidence.
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Cambridge International AS Level English General Paper
Activity 3
1 f preposition
2 a noun
3 e adverb
4 g conjunction
5 a noun
6 e adverb
7 a noun
8 b pronoun
9 d adjective
10 g conjunction
11 c verb
12 a noun
13 h interjection
14 d adjective (possessive determiner)
15 b pronoun
16 c verb
Exam-style questions 4
Answers will vary. Refer to the coursebook Chapter 1.1, section E Criteria for assessing essays for
more guidance on assessing essays.
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