• Question 2 is split into two parts: 2(a) is a summary task (15 marks), and 2(b) asks you to assess the writer's attitude (5 marks). Both are based on Text B.
• 2(a) tests R1 (explicit meaning), R2 (implicit meaning), and R5 (selecting information) for content — plus W1–W3 for how well you write it.
• 2(a) answers must be no more than 120 words, written in continuous prose (not bullet points), and mostly in your own words.
• 2(b) tests R2 (implicit attitudes) and R3 (analysing/evaluating with support). You typically need three details from the text.
• The golden rule for both: never just copy the text — you must show understanding by processing the information, not repeating it.
• Total time budget: roughly 15–20 minutes for 2(a) and 5–10 minutes for 2(b).

1. Read & highlight the question. Mark the command word (what you're told to do) and the focus (what to look for in the text). Note the word limit.
2. Scan Text B and highlight evidence. Aim for the "10-point goal" — a wide range across different parts of the text. Ignore anything not directly relevant to the focus.
3. Plan before you write. Group your highlighted points using bullet points as a rough plan. Make sure each idea is distinct — don't repeat yourself in different words.
4. Write your answer. Never copy whole phrases or quote the text — paraphrase in your own words. Remember: some information is implicit, so you'll need to infer, not just lift.
5. Re-read and check: Does it answer the question? Does it make sense? Is it accurate (spelling/grammar/punctuation)? Is it within the word limit? If it's too long, cut adjectives and repetition first.

1. Read & highlight the question: the command word (e.g. "assess"), the focus (the topic you must track), and any extra instructions (e.g. "use three details").
2. Scan Text B and highlight evidence relevant to the question's focus.
3. Identify what the writer feels about that focus — you cannot just list quotes; you must state the feeling and back it with a detail.
4. Use key words from the question in your answer (e.g. "The writer's attitude is that they are impressed by the science…").
5. Support each point with a specific detail from Text B (e.g. "…because they call it 'amazing technology'").
6. State how the detail supports your point — this is the step most students skip, and it's where the real marks live (e.g. "The use of positive adjectives shows admiration").

Question: "Assess the writer's attitude towards the cloning of endangered animals. Use three details from Text B to support your answer." [5 marks]

Model answer: The writer firstly demonstrates excitement for the prospect of cloning endangered animals, describing it as "amazing technology". However, they also express frustration that this solution is not utilised more often, noting that "disappointingly" it is rarely considered for endangered species. The writer also acknowledges the current limitations of the technology, saying that it is "understandably expensive" with cell samples "difficult to obtain". This implies that the writer, while full of awe for what can be achieved, does accept that the technology still has some way to go.

Why it scores highly: Three separate, distinct points (excitement, frustration, acknowledgement of limits) — not the same idea repeated. Each is backed by a short, precise quote. Each quote is followed by an explanation of what it reveals about attitude, not just left hanging.

• I understand the difference between 2(a) — summary — and 2(b) — writer's attitude.
• I know 2(a) is worth 15 marks (10 reading + 5 writing) and must be under 120 words.
• I can break a summary question into its separate parts (watch for "and").
• I know to aim for 7–10 distinct points, not just 3 or 4, for full marks in 2(a).
• I can paraphrase text into my own words instead of copying phrases directly.
• I write my summary as continuous prose in paragraphs, never as bullet points.
• I use connectives (e.g. "In addition," "However") to link points smoothly.
• I know 2(b) is worth 5 marks and usually asks for three supporting details.
• I can spot implicit attitude through adjectives, adverbs, and emotive verbs.
• I always apply the "so what?" test to every piece of evidence I use.
• I follow the Point → Evidence → Explanation → Link back formula in 2(b).
• I keep my quotes short and precise rather than quoting whole sentences.
• I re-read my 2(a) answer to check accuracy, word count, and relevance before moving on.

Time & Word-Count Discipline

• 2(a): spend no more than 15–20 minutes. 120 words ≈ half a page of A4 in average handwriting, or 1–2 paragraphs.
• 2(b): spend no more than 5–10 minutes — you'll already know Text B well from answering 2(a) first.
• If your 2(a) answer runs over the word limit, cut adjectives and repeated ideas first — never cut a whole point if you can trim the language instead.

What Examiners Are Really Looking For

• In 2(a): Range + accuracy + your own words + clear organisation. Top marks require you to identify and combine as many relevant points as possible within the word limit.
• In 2(b): Clear understanding of attitude, backed by relevant, well-chosen support — going beyond a "point + copied quote" to genuinely explain the effect of the evidence.
• In both: Standard English register — if the original text is informal, adapt it to a more formal style suitable for a written response.