Nonfiction texts - A passage to Africa, Explorers daughter, Young and dyslexic, Chinese Cinderella

Question 1

Passage to Africa- what is the effect of the verb appalled?

Answer 1

The verb “appalled” highlights the atrocities that have occurred in Gufgaduud, and how originally, reporters and people back home would have been immensely affected by what they have been presented with. However, it later states that what may have “appalled” them previously, now ,”no longer impressed” them. This demonstrates the excessive portrayal of war in the media, and how over-exposure to these violent events has caused us to become highly desensitised to what we see, limiting our compassion and desire to help those in disastrous circumstances.

Question 2

Passage to Africa- what is the effect of the simile “craving like a drug”?

Answer 2

The simile “like a craving for a drug” evokes a feeling of hostility, and further emphasises how society has developed a callous relationship towards tragedies such as these, as we have been exposed to such a vast amount of violent media that we no longer feel sympathetic over events that should be considered horrific. This has forced the media to pursue increasingly tragic events, hoping to make national headlines by shocking the public even more than they have become accustomed to, and earning large amounts of money in the process. This exponential search for distressing stories is similar to that of the addiction to a drug - constantly searching for the next level of potency.

Question 3

Passage to Africa- what is the effect of the phrase “a fact of life”?

Answer 3

• Alagiah uses the phrase “a fact of life” to describe this horrific cycle, providing a sense of dismissal and neglect, which mirrors how much of the public would feel about these catastrophes - having pity for a short while before moving on with their own lives. This phrase also indicates that the idea of monetising those who are suffering has become accepted within society, and is perceived to be normal by most people.
• Similarly, the people living away from war and conflict are portrayed as relaxing “in the comfort of their sitting rooms”, heavily contrasting the harsh, war-torn environment described throughout the article and further implying that people in safe, western countries are disconnected from the struggles that many communities abroad are facing.

Question 4

Passage to Africa- what is the effect of simile “like a ghost village”?

Answer 4

Alagiah uses a simile to describe the distant village of Gufgaduud as “like a ghost village”, physically because because the village has been plagued by death and suffering, but metaphorically because the people of Gufgaduud have lost all faith in external help and the village, albeit not entirely
destroyed, has stopped breathing entirely.

Question 5

Passage to Africa-what is the effect of the phrase “famine away from the headlines”?

Answer 5

Furthermore, Alagiah saw a vision of “famine away from the headlines” which evokes a sense of guilt and sympathy from the reader as the suffering that people don’t see, and don’t acknowledge, is immense and that there is too much suffering to report.

Question 6

Passage to Africa- what is the effect of the emotive language “it was rotting ,she was rotting”

Answer 6

The emotive language, “it was rotting; she was rotting” highlights the sheer level of suffering that people don’t hear about. In addition, the use of the pronoun, “it” creates a sense of isolation between the victim and the reader, dehumanizing them as if they are less than us because of what atrocities have happened to them. Further it dehumanises her as simply a means of making money through her story

Question 7

Passage to Africa-what is the effect of the semantic field of death?

Answer 7

Alagiah uses a semantic field of death and suffering to portray how callous and unforgiving war can be. Alagiah revealed he saw an old woman who had been “abandoned by relatives” to convey how war is the survival of the fittest, and how even loved ones will not hesitate to leave you if you are a liability.

Question 8

Passage to Africa-what is the effect of the sensory imagery in a passage to Africa? (“Decaying”, “smell of decaying flesh”, “putrid air”)

Answer 8

• Furthermore, he uses sensory imagery, “smell of decaying flesh” and “putrid air” to highlight how gruesome and merciless war can be on innocent people.
• The verb “decaying” evokes a sense of pity on the reader, as it implies that these helpless humans have been rotting for a long time, and that nobody has come to relieve them from their pain.
• Additionally, it also disconnect the reader from the victims of war even more, as “decaying” is often used to describe an inhuman object.
• Also author presents it in all its gruesomeness showing how he doesnt shy away from the truth.

Question 9

Passage to Africa- what is the effect of the phrase “gentle V-shape”?

Answer 9

Alagiah uses the oxymoron, “gentle v-shape” to describe the shattered leg of a dying woman. The adjective “gentle” contrasts to the sharp angles of the suffering woman’s distigured leg, demonstrating the harsh reality of war compared to what they see at home. The use of “gentle” also indicates that Alagiah has respect for those who are suffering, and highlights how he believes they are still human despite their scars..

Question 10

Passage to Africa- what is the effect of the tricolon “ simple, frictionless, motionless”?

Answer 10

The use of the tricolon “simple, frictionless, motionless” displays the harsh nature of the war, as the transition between life and death for those affected is effortless; they have suffered so greatly that death seems to be the only comfortable alternative. Furthermore, the use of gentle adjectives such as “frictionless” heavily contrasts the harsh, blunt descriptions used previously, for example, “enervating” and “terminal”. The use of contrast between these descriptions emphasises Alagiah’s own empathy with what he is witnessing, since he is trying to remain factual whilst also having compassion. Also the repetition of the suffix ‘less’ highlights that she may be lacking all the reader takes for granted.

Question 11

Passage to Africa- what is the effect of the phrase “ to be in a feeding centre”

Answer 11

The anaphora “to be in a feeding centre” accentuates how the reader is disconnected from the struggles and harsh reality of war, as they have to imagine what it would be like to be in this horrific situation; they will never have to experience it themselves.

Question 12

Passage to Africa- what is the effect of the short sentances to describe deaths at the middle of the article?

Answer 12

a short dramatic sentence in the middle describing the death in order to shock the reader with the quickness of it. Suggests the normality of these deaths.

Question 13

Passage to Africa- what does the dying man keeping his hoe nearby symbolise?

Answer 13

• expresses the false hope of a ‘dying man’ who keeps his ‘hoe’ next to him (a farming tool), as though he still hopes to go and ‘till the soil once all this is over’. This creates pity through his hope is the face of inevitable death. Sowing things is very symbolic for the hope of new life, yet life is exterminated in this place.

Question 14

Passage to Africa- what is the effect of the author never finding the smiling person’s name?

Answer 14

The fact that he never found out his name shows that for him he became simply an object, or a moment of revelation’, and without a name he becomes little more than the ‘facts and figures’ which the narrator thinks of as easy journalism, which doesn’t show the human story. Names are what distinguish people from simply being things that are written about, shows his own dehumanisation of his subject, even though he didn’t mean to. This contrasts with his revelation about the suffering that he saw.

Question 15

Passage to Africa - What is the effect of the final sentance ,‘So my nameless friend, if you are still alive, I owe you one.’

Answer 15

The final sentence reflects Alagiah’s deep emotional connection to the “nameless friend,” humanizing the subject despite their anonymity. It conveys guilt and gratitude, as Alagiah feels indebted for the insight gained from their encounter. The phrase also highlights the fragility of life, emphasising the fleeting nature of their connection and the man’s uncertain fate.

Question 16

Young and dyslexic- what is the effect of “As a child, I suffered”

Answer 16

• The verb “suffered” connotes prolonged pain and hardship, immediately immersing the reader in Zephaniah’s struggles with dyslexia.
• It evokes sympathy, setting the tone for a narrative about overcoming adversity.
• Additionally, this phrase reflects the emotional toll of being excluded and misunderstood in a rigid educational system, highlighting systemic failures.

Question 17

Young and dyslexic- what is the effect of “I would pretend I could read”

Answer 17

• The verb “pretend” conveys a sense of shame, revealing the stigma surrounding dyslexia.
• It highlights how societal attitudes pressured children into concealing their struggles, reinforcing feelings of isolation.
• The reader is positioned to see the injustice of a system that prioritises appearances over understanding individual needs.

Question 18

Young and dyslexic- what is the effect of “A teacher told me I was ‘stupid’”

Answer 18

• The direct speech emphasizes the harshness of the insult, making the reader vividly imagine the cruelty Zephaniah endured.
• The blunt word “stupid” reflects the ignorance of educators who dismissed dyslexic students, underlining the systemic lack of support.
• This also sparks outrage, as it contrasts with the modern understanding of dyslexia as unrelated to intelligence.

Question 19

Young and dyslexic- what is the effect of “No compassion, no understanding, no humanity”

Answer 19

• The anaphora of “no” creates a rhythmic, emphatic tone that mirrors Zephaniah’s frustration with the education system.
• The tricolon emphasises the complete absence of care, making the reader confront the cruelty faced by young dyslexic children.
• It critiques how institutions can dehumanise individuals, prompting reflection on the need for reform.

Question 20

Young and dyslexic- what is the effect of “Do I need an operation?”

Answer 20

• The rhetorical question reflects a childlike misunderstanding of dyslexia, adding an element of innocence to Zephaniah’s perspective.
• This moment evokes both humour and sadness, as it highlights the lack of awareness about learning differences at the time.
• The reader is encouraged to empathise with his confusion, underscoring the importance of proper diagnosis and support.

Question 21

Young and dyslexic- what is the effect of “The past is a different kind of country”

Answer 21

• The metaphor portrays the past as alien and outdated, suggesting significant progress in attitudes towards dyslexia over time.
• It encourages the reader to appreciate how far society has come while acknowledging past injustices.
• The abstract nature of the metaphor invites readers to interpret its relevance to broader issues of social change.

Question 22

Young and dyslexic- what is the effect of “It’s not a problem, it’s an advantage”

Answer 22

• The juxtaposition of “problem” and “advantage” reframes dyslexia as a positive trait, challenging societal misconceptions.
• It shifts the tone from defensive to empowering, encouraging readers to see differences as strengths.
• The bold statement inspires those with dyslexia to embrace their abilities with confidence.

Question 23

Young and dyslexic- what is the effect of “We are the architects, we are the designers”

Answer 23

• The metaphors of “architects” and “designers” symbolises creativity and innovation, celebrating the unique skills associated with dyslexia.
• The repetition of “we are” creates a sense of unity and pride, building a collective identity for those with dyslexia.
• This line reclaims power and challenges traditional ideas of success, fostering a sense of optimism and inclusion.

Question 24

Young and dyslexic- what is the effect of “Being creative is a part of dyslexia”

Answer 24

• The declarative tone confidently asserts dyslexia as a source of creativity, rejecting deficit-based narratives.
• It aligns with the broader theme of empowerment, inspiring individuals to reframe their challenges as strengths.
• The phrase appeals to readers who value innovation, fostering respect for neurodiversity.

Question 25

Young and dyslexic- what is the effect of "I never thought I was stupid"

Answer 25

- This defiant tone reflects Zephaniah’s inner resilience despite external negativity, showcasing his refusal to internalize societal judgments. - The first-person perspective personalizes the statement, making his confidence more relatable and inspiring. - This line encourages readers to reject labels and believe in their potential.

Question 26

Young and dyslexic- what is the effect of "You've got it going on"

Answer 26

Colloquialism instantly creates an informal, welcoming tone that appeals to young readers. Implies confidence and capability, reinforcing dyslexic strengths. Direct address with “you” makes it feel personal, creating connection and encouragement.

Question 27

Young and dyslexic- what is the effect of "Local savages"

Answer 27

Loaded, racist stereotype exposes colonial attitudes and systemic racism in education. Shocks the reader, provoking anger and sympathy for Zephaniah. Highlights how the school system condoned prejudice, making his experience harder.

Question 28

Young and dyslexic- what is the effect of Shift from negative to positive tone

Answer 28

Begins with stories of discrimination, ends with empowerment and pride. Mirrors reader's journey from ignorance to understanding. Reflects the theme of reframing dyslexia as a strength, not a weakness.

Question 29

“I hoped I wouldn’t cry in front of them”

Answer 29

Analysis: The verb “hoped” reveals vulnerability and a desperate internal need for dignity. The negative construction “wouldn’t cry” suggests she is suppressing overwhelming emotion, which hints at a deeper trauma. The phrase “in front of them” distances her from her own family, subtly indicating alienation and a lack of emotional safety in her home.

Question 30

“Your chauffeur is waiting to take you home”

Answer 30

Analysis: The formal noun “chauffeur” contrasts with the emotional tension of the moment, highlighting the family's wealth and social status—but also their emotional coldness. The artificial tone in “waiting to take you home” is laced with dramatic irony: “home” is not a place of safety or comfort, but of fear and rejection.

Question 31

“I was going to be allowed to go to university”

Answer 31

Analysis: The passive construction “was going to be allowed” exposes the lack of autonomy in her life. The modal verb “allowed” is key—it shows how tightly controlled she is, and that her future is dictated by others. The delayed fulfilment of her dreams adds a bittersweet tone to this supposed “good” news.

Question 32

“Is it possible? Am I dreaming?”

Answer 32

Analysis: The rhetorical questions expose her disbelief and emotional fragility. The modal “Is it possible?” captures how unimaginable it feels to be finally recognised. The childlike phrase “Am I dreaming?” conveys innocence and hints at years of unmet emotional needs.

Question 33

“Full of foreboding”

Answer 33

Analysis: The alliteration here (“full of foreboding”) intensifies the atmosphere of dread. The abstract noun “foreboding” reveals her internalised fear and suggests that past trauma has conditioned her to expect the worst, even in moments that should offer hope.

Question 34

“I had been summoned by Father”

Answer 34

Analysis: The passive verb “summoned” evokes formality, authority, and even a sense of dread—more akin to a courtroom than a parent-child relationship. The capitalisation of “Father” adds to the hierarchy, making him seem more like a figure of power than a nurturing parent.

Question 34

“Father glanced up from his newspapers”

Answer 34

Analysis: The verb “glanced” shows detachment and disinterest. He doesn't look—he glances. This small detail shows how emotionally distant he is, reinforcing his coldness. The plural “newspapers” implies distraction and preoccupation with things other than his daughter.

Question 35

“Sit down!” he said without looking up.

Answer 35

Analysis: The imperative “Sit down!” is abrupt and devoid of warmth. That he gives the command “without looking up” underscores his emotional absence and lack of regard for her feelings. It strips the moment of any tenderness, turning it into an interrogation rather than a conversation.

Question 36

“I was numb with fear”

Answer 36

Analysis: The adjective “numb” suggests an overwhelming, paralysing fear that goes beyond anxiety. It reflects trauma rather than typical nervousness. This emphasises the emotional damage done by her upbringing, where even being called to see her father induces terror.

Question 37

“I waited in silence. Was it possible? Was it a giant ruse?”

Answer 37

Analysis: The repetition of rhetorical questions mirrors her emotional instability. The juxtaposition between “silence” and “giant ruse” suggests paranoia born from mistreatment. “Ruse” implies deception, indicating how distrustful and traumatised she has become.

Question 38

“I will continue with my studies”

Answer 38

Analysis: This declaration marks a rare moment of agency. The modal “will” conveys determination and maturity. It's a quiet but powerful assertion of her identity and ambition, which contrasts with the passive way others normally control her fate.

Question 39

“It was the first time someone was interested in what I had to say”

Answer 39

Analysis: The phrase “first time” is heart-wrenching—it suggests a childhood devoid of validation. The passive structure “someone was interested” leaves the subject ambiguous, underlining how rare and undefined kindness is in her life. It evokes sympathy and highlights neglect.

Question 40

“I felt as if I were no longer worthless”

Answer 40

Analysis: The simile “as if I were no longer worthless” shows that she still doubts her own value. It’s not a declaration of self-worth, but a hesitant possibility of worth. This fragile optimism is tinged with pain, reinforcing the long-term emotional damage from her upbringing.

Question 41

Shift in tone from fear to disbelief

Answer 41

Quote: “Full of foreboding” → “Is it possible? Am I dreaming?” Analysis: This tonal shift shows her emotional instability. Moving from dread to cautious hope heightens reader empathy and mirrors the unpredictability of her family life. It creates a rollercoaster of emotion that reflects her psychological state.

Question 42

Withholding of key information until the end

Answer 42

Quote: “You are going to England to study medicine.” Analysis: Placing this revelation at the end builds suspense and reflects how Adeline is always the last to know about her own life decisions. It makes the reader feel her powerlessness and mirrors how she’s excluded from decisions about her future.

Question 43

Use of short sentences for tension

Answer 43

Quote: “Sit down!” / “Is it possible?” / “Am I dreaming?” Analysis: These short, clipped sentences reflect a high emotional charge. They interrupt the flow of the narrative, mimicking the shock and disbelief she feels. This structure slows down the moment and highlights its emotional weight.

Question 44

Contrast between internal emotion and external dialogue

Answer 44

Quote: Dialogue: “Sit down!” vs Internal: “I hoped I wouldn’t cry” Analysis: The juxtaposition between what is said and what is felt deepens the emotional complexity. The reader gains privileged access to Adeline’s inner world, which is constantly in conflict with the harshness of her external environment.

Question 45

“The evening light was turning butter-gold”

Answer 45

The metaphor “butter-gold” conveys beauty, richness, and delicacy, evoking warmth in an otherwise cold setting. Suggests a fleeting, almost magical quality — golden light becomes symbolic of nature’s preciousness. Romanticises the Arctic landscape, foreshadowing the emotional conflict between preservation and survival.

Question 46

“hunting is still an absolute necessity in Thule”

Answer 46

Emphatic phrase “absolute necessity” asserts that hunting is not optional but vital for survival. Uses authoritative tone to counter Western assumptions about morality and conservation. Establishes an ethical dilemma: the tension between modern values and indigenous survival needs.

Question 47

“Essential contributor to the survival of the hunters”

Answer 47

Formal, impersonal tone reinforces the idea that the narwhal is a resource rather than an emotional being. Lexis such as “contributor” frames the animal in economic terms, justifying the act of hunting. Highlights the practicality and functionality of Inuit culture, removing sentimentality.

Question 48

“The narwhal...is an essential part of the diet”

Answer 48

“Essential” is repeated to underscore the vital nutritional value of the animal. Reinforces survival over luxury — the narwhal becomes life-sustaining rather than decorative. Creates a matter-of-fact tone that detaches emotion from the concept of hunting.

Question 49

“It was like watching a vast, waterborne game”

Answer 49

Simile trivialises the scene as a “game”, creating discomfort in the reader. Conveys the narrator’s conflicted perspective — detached observer vs empathetic human. Reinforces theme of spectacle — raises questions about voyeurism and ethics of nature.

Question 50

“glinting off man and whale”

Answer 50

Visual imagery creates a sense of unity between hunter and prey. The conjunction “and” subtly blurs moral boundaries, suggesting parity or connection. Reflects the beauty and harshness of the environment, enhancing the emotional conflict.

Question 51

“dignity” (in describing the narwhal)

Answer 51

Abstract noun evokes respect and nobility, humanising the animal. Challenges the reader’s perception of the narwhal as simply prey. Intensifies the moral tension by attributing character and honour to a hunted creature.

Question 52

“the women gathered on the cliff’s edge”

Answer 52

Evokes communal strength and quiet intensity, giving agency to the women. “Cliff’s edge” suggests liminality — a symbolic boundary between life and death. Reinforces the collaborative nature of Inuit survival, countering Western individualism.

Question 53

“to dive, to leave, to survive”

Answer 53

Asyndetic triplet conveys urgency and primal instinct. Infinitive verbs place focus on action and survival, not emotion. Reflects the instinctual, almost mechanical response to danger — both for animal and hunter.

Question 54

“flashes of white” (about narwhals)

Answer 54

Creates a ghostlike, ethereal image — narwhals seem otherworldly and elusive. Suggests both beauty and fragility, highlighting their rarity. Enhances the sense of wonder and reverence for the animal, complicating the ethics of hunting.

Question 55

“my heart leapt for both hunter and narwhal”

Answer 55

Juxtaposition of empathy shows deep emotional conflict. Verb “leapt” conveys visceral, uncontrollable reaction — she is personally torn. Mirrors the text’s central dilemma: admiration for cultural tradition vs emotional attachment to the hunted.

Question 56

“to dive, to leave, to survive”

Answer 56

Echoes throughout the text as a motif of escape and instinct. Reinforces the shared survival narrative between human and animal. The rhythm and repetition heighten the drama, reflecting the immediacy of the situation.

Question 57

Juxtaposition of scientific explanation with personal reflection

Answer 57

Herbert shifts between objective facts (e.g. narwhal anatomy, vitamin C content) and emotional, lyrical description, mirroring her internal conflict. This dual narrative structure allows her to justify Inuit hunting while still acknowledging her personal discomfort. The contrast makes the ethical dilemma more complex — readers are prompted to reflect rather than judge.

Question 58

Chronological build-up to the hunt

Answer 58

The text follows a linear timeline, moving from scenic description to rising anticipation and eventual moral reflection. This mirrors the suspense of the narwhal hunt itself, drawing the reader into the action. The slow build creates tension and emotional investment, making the final moral question more powerful.

Question 59

Shift from descriptive to analytical tone

Answer 59

The opening is rich in poetic imagery and sensory detail; as the piece progresses, the tone becomes factual and persuasive. This tonal shift reflects Herbert’s purpose: to both captivate and inform, appealing to emotion and logic. It reinforces her balanced stance, helping the reader understand the nuanced reality of Arctic life.

Question 60

Use of paragraphing to mirror thought process

Answer 60

Paragraphs are short and deliberate, often focusing on a single idea — this mimics the flow of internal reflection. Mid-text paragraph break between the awe of nature and the explanation of hunting serves as a pivot point. Structure visually and rhythmically reinforces her moral tension and careful consideration of both sides.

Question 61

Circular structure – return to personal feeling at the end

Answer 61

The text opens and closes with Herbert’s perspective, creating a reflective, cyclical effect. This structure emphasises that despite all the factual justifications, her emotional response is still unresolved. Ends on ambiguity, showing that real moral dilemmas rarely have neat solutions — invites readers to dwell in uncertainty.

Question 62

Use of contrast and binary oppositions

Answer 62

Structurally relies on opposing ideas: beauty vs brutality, survival vs morality, human vs animal. These contrasts are threaded through the text to create layered tension, deepening the emotional complexity. Reflects her own dual identity — as both a child of the Arctic and a product of Western ideals.

Question 63

Use of direct speech in Young and dyslexic

Answer 63

Personal anecdotes (e.g. "shut up, stupid boy") add realism and emotional weight. Allows readers to 'hear' the discrimination firsthand, increasing empathy. Makes the argument more powerful and memorable through vivid storytelling.

Question 64

Rhetorical questions to provoke reflection in Young and dyslexic

Answer 64

E.g. “Do I need an operation?” or “Who do they think they are?” prompt self-questioning. Engages readers intellectually and emotionally. Challenges societal attitudes, inviting readers to examine their own assumptions.

Question 65

Cyclical structure in Young and dyslexic

Answer 65

Ends where it begins: "We are the architects, we are the designers"—creates unity. Reinforces his central argument that dyslexic people are visionary creators. Leaves the reader with a strong, memorable message.

Question 66

Use of imperatives and direct address in Young and dyslexic

Answer 66

Commands like “don’t be heavy on yourself” make the piece motivational. Establishes a conversational, empowering tone. Makes Zephaniah a mentor-like figure for young readers.

Question 67

Integration of timeline and voice in Young and dyslexic

Answer 67

Blends past school experiences with present wisdom and success. Creates contrast between systemic failure and personal achievement. Shows growth and inspires readers to overcome adversity.