Paper 1

Part 1 = 1, 2 and 3 question and answer from text 1

1. In, lines 6-13 the writer describes how he developed a passion for art. Identify
one of the experiences he remembers. (1 mark)
Ans-1: The experiences that the writer remembers are: For me personally I
enjoyed drawing, painting and making things from a very young age – but it
wasn’t until an enthusiastic young student teacher came to my school when I was
8 years old that I really began to see the value of art of myself.
2. The writer comments on his experiences of teaching art. Using lines 42-46,
identify one of the points he makes. (1 mark)
Ans-2: Here the writer uses some ideas to comment on his experiences of
teaching art. They are: Though art I observed the transformation of reluctant
students into willing risk – takers those who grew in confidence and embraced
new possibilities and those who excelled beyond my own skill level. I entered
higher education.
3. Explain how the writer presents his attitude to studying art. You should support
your answer with close reference to the passage, including brief quotations. (10
marks)
Ans-3: To engage or interest the reader the writer uses different language
techniques to present his attitude to studying art.
First of all the writer uses snappy, short, bold heading to introduce the
reader which is used to make appeal to the readers and make them want to read.
For example: “A personal journey in Art Education.”
Secondly the writer uses slightly smaller black font that continues to grab the
readers’ attention. Other than the writer uses subtitles to highlight the reader
which provides a preview with the readers about what the certain part of the
story is going to be. For example: “In this passage the writer describes his
experiences of studying and teaching art.”

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 Thirdly the writer uses some facts to suggest the reader which is a piece of
information that can be demonstrated or proven to be true. For example: “In
today’s educational landscape it is sometimes easy to forget that the richness of
human experience is made up of more than the ability to attain particular grades
in English and Maths.”
Fourthly the writer uses some listings to expose the reader which is writing
a list of things. For example: “For me personally I enjoyed drawing, painting, and
making things from a very young student teacher came to my school when I was
eight years old that I really began to see the value of art for myself.”
Fifthly the writer uses rule of three to emphasize the reader which is used
when the three ideas are stated in a statement. For example: “One in particular
developed a new interest in creating models and objects from papier-Mache. This
was a messy, slow, time-consuming process but I absolutely embraced it and
continued to make, mold and create new objects at home and at school, because
an adult has inspired, encouraged and supported me.”
Therefore the writer uses statistics to demonstrate the reader which is a
numerical data. For example: “It also began when I was 8, soon after I’d been to
the first exhibition I mentioned and I had to spend some time in hospital.”
Moreover the writer has connotations of experiences by using anecdote
which is a mini-story from the writer’s personal experience about a person or
incident. For example: “I entered high education. More and more student
teachers arrive at the start of their studies having being denied the kinds of rich
experiences of art I still draw on from my youth.”
Eventually the writer uses some rhetorical questions to illustrate the reader
which is used to raise a point rather than to give any expected answer. For
example: “What can we do to support and encourage human development in
others?”
And Finally the writer splits his ideas into detailed paragraphs to reveal the
reader which break up all the information and makes it easier for the readers to
read the text and used a safety information that helps to secure us visualize the
subject matter of the story.

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 Part 2 = 4, 5 and 6 question and answer from text 2
4. In lines 12-19 the writer says art has a variety of uses. State one of them. (1
mark)
Ans-4: The writer says art has a variety of uses. For example: “And just as
miraculously, art has been a way for ordinary people to pour out their hearts
without the weight of words.”
5. The writer talks about her favourite artist, Picasso. Using lines 28-39, identify
two of the points she makes. (2 marks)
Ans-5: The writer talks about her favourite artist, Picasso. The points are given
below:
1. He is one of the most famous and important artists of the twentieth
centuries
2. Rather than painting pretty pictures of lakes and shores, he came up with a
new, strange and occasionally mad art style that involved cubes, spheres,
other geometric shapes and bold, abstract outlines, called Cubism.
6. How the writer present her enthusiasm for art? You should support your
answer with close reference to the passage, including brief quotations. (10 marks)
Ans-6: To engage or interest the reader the writer uses different language
techniques to present her enthusiasm for art that art is important.
First of all the writer uses snappy, short, bold heading which is used to make
appeal to the readers and make them want to read. For example: “Teen opinion:
why art is so important.”
Secondly the writer uses slightly smaller black font that continues to grab the
readers’ attention. Other than the writer uses subtitles which provides a preview
with the readers about what the certain part of the story is going to be. For
example: “In this passage the writer explains her passion for art”
Thirdly the writer uses facts which is a piece of information that can be
demonstrated or proven to be true. For example: “As creative are being sidelined
in secondary schools, teen site member Safah argues that art is crucial for young

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people, as a medium for expression, passion and emotion, and a means of
challenging ourselves and the world around us.”
Fourthly the writer uses some statistics which is a numerical data. For
example: “Anyone who’s been within ten feet of me will know about my art.
What’s equally predictable is that anyone above the age of 30 with a Maths
degree tends to turn up their nose at it and shove me down the ’study what’s
useful’ pit.”
Fifthly the writer uses some rhetorical questions which is used to raise a
point rather than to give any expected answer. For example: “What is art actually
supposed to be?, What is it supposed to do, exactly?”
Eventually the writer uses emotive language which is used to deliberately
create an emotional impact or response from the audience. For example: “I’m
quite firmly against the old–fashioned idea that art should simply replicate nature
and, sadly, that’s the idea underpinning most the art exam syllabuses.”
Therefore the writer uses opinion which is a person’s individual thoughts.
For example: “My favourite artist was, and still is with no doubt, Picasso.”
Moreover the writer uses some imperative verbs which is used to give a
command to anyone. For example: “It’s everywhere, so long as you remember
what art really is.”
And finally the writer uses paragraphing which breaks up all the information
and makes it easier for the readers to read the story.

Part 3 = Q. no. 7 comparison between 2 narrative writing

7. Compare how the writers of text one and text two present ideas and
perspectives about the importance of art. Support your answer with examples
from both texts. (15 marks)
Ans-7: To engage or interest the readers the writers of both text 1 & text 2 uses
some language techniques to tell that art is important.
First of all the writers of both text1 & text2 uses snappy, short, bold heading
which are used to make appeal to the readers and make them want to read the

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texts. For example: “A personal journey in art education”, “Teen opinion: why art
is so important.”
Secondly the writers of both text1 & text2 uses slightly smaller black font that
continues to grab the readers’ attention. Other than the writer uses subtitles
which provides a preview with the readers about what the certain part of the
story is going to be. For example: “In this passage, the writer describes his
experiences of studying and teaching art”, “In this passage the writer explains her
passion for art.”
Thirdly the writers in both text1 and text2 uses some facts which is a piece of
information that can be demonstrated or proven to be true. For example: “In
today’s educational landscape it is sometimes easy to forget that the richness of
human experience is made up of more than the ability to attain particular grades
in English and maths.”, “As creative are being sidelined in secondary schools, teen
site member Safah argues that art is crucial for young people, as a medium for
expression, passion and emotion, and a means of challenging ourselves and the
world around us.”
Fourthly the writer in text 1 uses some listings which is writing a list of
things. For example: “For me personally I enjoyed drawing, painting, and making
things from a very young student teacher came to my school when I was eight
years old that I really began to see the value of art for myself.” Whereas the
writer in text2 uses some statistics which is a numerical data. For example:
“Anyone who’s been within ten feet of me will know about my art. What’s equally
predictable is that anyone above the age of 30 with a maths degree tends to turn
up their nose at it and shove me down the ’study what’s useful’ pit.”
Fifthly the writer in text1 uses rule of three is used when the three ideas
are stated in a statement. For example: “One in particular developed a new
interest in creating models and objects from papier-mache. This was a messy,
slow, time-consuming process but I absolutely embraced it and continued to
make, mould and create new objects at home and at school, because an adult has
inspired, encouraged and supported me.” Meanwhile the writer uses some
rhetorical questions which is used to raise a point rather than to give any

5
expected answer. For example: “What is art actually supposed to be?, What is it
supposed to do, exactly?”
Therefore the writer in text1 uses statistics which is a numerical data. For
example: “It also began when I was 8, soon after I’d been to the first exhibition I
mentioned and I had to spend some time in hospital.” But the writer in text2 uses
opinion which is a person’s individual thoughts. For example: “My favourite artist
was, and still is with no doubt, Picasso.”
Eventually the writer in text1 uses some rhetorical questions which is used
to raise a point rather than to give any expected answer. For example: “What can
we do to support and encourage human development in others?” In the other
hand the writer in text2 uses emotive language which is used to deliberately
create an emotional impact or response from the audience. For example: “I’m
quite firmly against the old–fashioned idea that art should simply replicate nature
and, sadly, that’s the idea underpinning most the art exam syllabuses.”
Moreover the writer in both text1 and text2 uses anecdote which is a mini-
story from the writer’s personal experience about a person or incident. For
example: “I entered high education. More and more student teachers arrive at
the start of their studies having being denied the kinds of rich experiences of art I
still draw on from my youth.”, “I entered high education. More and more student
teachers arrive at the start of their studies having being denied the kinds of rich
experiences of art I still draw on from my youth.”
And Finally the writer in both text1 and text2 splits his ideas into
paragraphs which break up all the information and makes it easier for the readers
to read the text and used a safety information that helps to secure us visualize the
subject matter of the story.

Part 4 = Letter writing

8. Write a letter to a friend encouraging him or her to take an interest in art.
You should include:
• The ways you can learn about art.
• Different types of art.
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 • Why art is important.
Think carefully about the purpose of your letter and the audience for whom it is
intended.

Ans: 25/07/2020
1/C Avenue 3/20
Mirpur, Dhaka 1216
Dear Hafiz,

Hi Hafiz, how are you? I am fine. Do you know that art is important? Today I will
tell you about the importance of art to encourage you to take an interest in art.
Art is a way of expressing beauty, emotions and feelings. It can help us make
sense of the world we live in. The ancient Greeks had great arguments about this.
Plato thought that the literary arts were only useful in stirring our emotions and
overindulgence might lead to a certain imbalance. Aristotle thought art was
important in providing a certain emotional catharsis so that we could help
ourselves to come to terms with tragic emotions. He saw it as being much more
beneficial.

The ways that you can learn from art are given below:

Art can help us to be creative: We might see a painting in a gallery or simply

take a photo of a sunset. These are all expressions of art. They bring out the
creativity in us. We may want to draw something or play around with different
apps on your phone to turn a simple photo into something original and beautiful.
You can play around with the bubbly effect, Monet impressionism, artsy spirals or
adding words. Yes, there’s an app for those and many more!

Music can lift you up: If you play an instrument, you have so many
opportunities for expressing your mood. Even just playing around on the guitar
can be therapeutic. You might choose to listen to rock, rap or a classical
symphony. Studies show that listening to upbeat music really does affect your
mood positively.

Writing as therapy: When I was a teen, I wanted to express some thoughts

through poetry so I sent some poems to a publisher. Unfortunately, they were
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turned down. The rejection letter stated that “there would be little demand for
this work on the general market.” My career as a poet ended there but I have
continued to write articles, fiction and diaries all my life. Writing enabled me to
express emotional trauma and other frustrations. It was a safety valve. Even if you
never write a story or poem, writing down your thoughts and feelings is great
therapy.

A painting can stimulate curiosity: Let us look at the painting, At the Moulin
Rouge (1892/5) by Henri de Toulouse-Lautrec. It can stimulate a curiosity about
night life in 19th century Paris, the social mores in vogue at the time, fashion, the
life of Toulouse-Lautrec and his difficulties caused by his unusually short stature.
The more we find out, the more we want to read and discover what life in Paris
was like at the time.

Any work of art will help us appreciate beauty: It may be a sculpture, a

painting, a sunset, a poem, a story. Whatever it is, we should try and think about
it because there is beauty here. We can lose our emotional baggage and get lost
in the contemplation and wonder of that beauty.

100 things you must do before you die: You know the series. There are
films, places to see, things to eat, books to read, museums to visit. The list is
seemingly endless and we have a lot to get through. The idea is a great one
because it constantly reminds us about the gaps in our knowledge and culture. It
is a great way to create neural connections in our brain and keep our minds alert.
It is also a wonderful way of increasing our awareness of the beauty around us.

Exploring and seeking answers: Far too often in life, there are many
problems that can have more than one solution. It is the artistic experience
that teaches you to explore your emotions and use your judgement. These points
are beautifully summed up in the poster written for schools by Stanford Professor
Elliot Eisner. He firmly believed that art education was one of the essential keys to
student learning. The poster is entitled 10 Lessons the Art Teach.

Art can help us to be better people: Can you resonate with somebody
going through a pleasurable or traumatic experience? If you can, you may have
learned how to empathize. When you were a child, you started to learn these
things through stories, games, music, poetry, and so on. It is these experiences

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that move and transform us from an early age. We are learning how to reach out
to our fellow human beings. Science and math can never teach that!

Art can make you happier: The British philosopher Alain de Botton has
very definite views on how art is displayed in galleries and museums around the
world. His book, Art as Therapy is a joy to read. De Botton protests that there is
far too much emphasis placed on biographical and technical details on the picture
label. There should be much more emphasis on how the painting makes us feel
and why it creates happiness, contentment, and peace. Monet’s Fruit Trees is a
perfect example. Now, how many museum catalogues talk about these feelings
and emotions? Not one, I guess.

Art can help you to express your individuality: If your desire for creativity is
not up to going out at night on a dangerous street art mission, there are other
ways to express your individuality. The best of all is cooking. You can explore
different tastes and textures with food. It can become a very personal thing.

There are different types of art. They are given below:

Abstract expressionism: The designation Abstract Expressionism

encompasses a wide variety of American 20th century art movements, and is
usually characterized by large abstract painted canvases. Also known as The New
York School, this movement in abstract art includes sculpture and other media as
well. The term Action painting is associated with Abstract Expressionism,
describing a direct and highly dynamic kind of art that involves the spontaneous
application of vigorous, sweeping brushstrokes and the effects of dripping and
spilling paint onto the canvas.

Art Nouveau: A decorative style that flourished between 1890 and 1910
throughout Europe and the U.S. Art Nouveau, also called Jugendstil (Germany)
and Sezessionstil (Austria), is characterized by sinuous, asymmetrical lines based
on organic forms. Although it influenced painting and sculpture, its chief
manifestations were in architecture and the decorative and graphic arts, aiming
to create a new style, free of the imitative historicism that dominated much of
19th century art movements and design.

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 Avant-grade: In French, avant-garde means “advanced guard” and refers to
innovative or experimental concepts, works or the group or people producing
them, particularly in the realms of culture, politics, and the arts.

Baroque: Similar to Expressionism v. Impressionism, Baroque v. Rococo can

confuse people. The term Baroque, derived from the Portuguese ‘barocco’
meaning ‘irregular pearl or stone’, is a movement in art and architecture
developed in Europe from the early seventeenth to mid-eighteenth century.
Baroque emphasizes dramatic, exaggerated motion and clear, easily interpreted,
detail, which is a far cry from Surrealism, to produce drama, tension, exuberance,
and grandeur.

Classicism: The principles embodied in the styles, theories, or philosophies

of the different types of art from ancient Greece and Rome, concentrating on
traditional forms with a focus on elegance and symmetry.

Minimalism: Another one of the art movements from the 1960s, and
typified by works composed of simple art, such as geometric shapes devoid of
representational content. The minimal vocabulary of forms made from humble
industrial materials challenged traditional notions of craftsmanship, the illusion of
spatial depth in painting, and the idea that a work of abstract art must be one of a
kind.

There are so many reasons why art is important in the world, today and always.
But just in case there might be any doubts as to whether it is, here are 7 reasons
why, in our humble opinion, art is extremely important to the world. They are:

We are naturally artistic: The capacity for humans to naturally conceive up

artistic creations, and how those artworks inspire and motivate us, continues to
be the basis of various studies and discussions about the origin of music and other
arts in general. It would seem our very DNA is coded to create and appreciate art.
That can be the only logical explanation as to why toddlers draw on walls, play in
their food, and react to music, even without having been taught those things.

Art crosses all divides: Works of art, whether in physical or intangible form,
can often easily be understood by people from different social, cultural, and
political backgrounds. It’s one of the reasons why music is referred to as a musical
language.
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 Art is good for you: From beautifying the surroundings to helping to
alleviate stress and discomforts, art is essential for physical, emotional, and
mental wellbeing. Music, for example, is increasingly used by people to battle
depression and other mental illnesses. From beautifying the surroundings to
helping to alleviate stress and discomforts, art is essential for physical, emotional,
and mental wellbeing. Music, for example, is increasingly used by people to battle
depression and other mental illnesses.
Now you have known about art. So, you are encouraged to take interest in art.
Your friend
Lumiar.
From: To:

Lumiar Hafiz

1/C Avenue 3/20- Mirpur, Dhaka 1216 1/C Avenue 3/18–Mirpur, Dhaka 1216
Part 5 =Section C
10. Write a story entitled ‘The opportunity’

Story writing : The opportunity

Written by Chidi Ikonne

Opportunity came into being at a period when there were, as Dr. Charles S.
Johnson puts it, many “young negro writers and scholars whose work was not
acceptable to other established media because it could not be believed to be of
standard quality despite the superior quality of much of it.” Thus although the
magazine was not founded specifically for the propagation of black literature, it
soon felt the necessity for “a revolution and a revelation sufficient in intensity to
disturb the age-old customary cynicisms.” It went into action. The “revolution”
and “revelation” were carried out, and have gone down in history as Harlem
renaissance. Its efforts is bringing this about were great, but the magazine was
not alone in the struggle. The aim of this paper, therefore, is to try to establish its
importance and strategy in the phenomenon.
Opportunity did not initiate the campaign; so its importance is not that of a
vanguard. Before its foundation by the national urban league in January, 1923, as
a step forward in “the weary struggle of the negro population for the status
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through self–improvement and recognition, aided by their friends,” young negro
writers, like Langston Hughes, who for one thing or the other had not been
published by “other established media,” had found an outlet in the crisis and
several other black magazines and newspapers. As a matter of fact, the crisis had
done so much that it could, as early as April, 1920, boast that “it [had] helped to
discover the poetry of Roscoe Jamison, Georgia Johnson, Fenton Johnson, Lucian
Watkins, and Otto Bohanan; and the prose of Jessie Fauset and Mary Effie Lee.”
Besides, most of the major black writers of the period had received some
recognition without the assistance of opportunity. I have already mentioned
Langston Hughes; Jean Toomer, Claude McKay, Eric Walrond, and Countee Cullen
are other cases in point. Therefore, the importance of opportunity does not lie
mainly in its being a black magazine bent on giving expression to young black
voices, but rather in its modification and intensification of what other magazines
and newspapers had been doing even before its establishment. Hardly had it
been founded when it recognized “a most amazing change in the public mind on
the question of the negro. . . . . a healthy hunger for more information – a
demand for a new interpretation of characters long and admittedly
misunderstood. “To satisfy this hunger”

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