What do you learn from Elisabeth Hyde’s article about where she has been and what she has been doing?
She describes the trip as a ‘Disneyland’ like experience, emphasizing how she found it scary, yet ‘exhilarating’.
“We were a mixed group: our fellow passengers ranged from our thirteen year old twin daughters to a couple in their mid-70s …” This shows that you don’t have to be young to do courageous things and that the trip can be enjoyed by people of any age.
‘One of the most spectacular environments on earth’, we can infer that the group would share a range of fantastic memories ‘screaming with the thrill of the rafting experience’. She describes the different geological features in detail with a comprehensive knowledge of the rock formation. Furthermore, she paints a picture in the reader’s mind of the ‘roller-coaster’ ride of the rapids where the passengers ‘perched on the side tubes’, adding a sense of danger.
“Tightest packing system I had ever seen.” This shows us that there was no possible way of ejecting off the raft, therefore it couldn’t be possible to break ‘Ed’s rules’ but somehow she manages to do so. Therefore we learn that she is a rule breaker a ‘rebel’.

Explain how the headline, sub-headline and picture are effective and how they link with the text?
The large, bold title, “Fearsome Tyrannosaurus rex Sue may of died of a sore throat.” The element of humour plays a strong part in this title, along with the contradicting ideas of this dinosaur being fearsome, yet dying of something so insignificant. The possibility that this humongous Tyrannosaurus rex has been defeated by what’s no more than a common cold is laughable.
The picture of what is described as a ‘Fearsome Tyrannosaurus rex’ definitely proves this as true. Although it is just a skeleton it has many elements of power especially due to its size and big, sharp teeth to penetrate flesh. This links the picture to the title in the way that the dinosaur seems fearsome and reckless, yet it is propped up by a pole and is not dangerous as you would imagine at first glance and how the title suggests it was fearsome, yet was brought down to death with a cold. In the text it says ‘It’s the largest and most complete example of the prehistoric predator ever unearthed.’ The picture supports the idea of how big it is. By showing the difference in size from the T-Rex to humans it can show the real size difference to make it more reliable
The sub-heading confirms it with more depth into its death. It does though add that the dinosaur died of starvation due to not being able to swallow. The headline is a slight exaggeration but is dramatic in getting the reader’s attention. The sub-headline is trying to be sarcastic in a way. It says the infection that infects pigeons (from which they can still survive) can kill a Tyrannosaurus Rex!

Explain which parts of Pete Boardman’s story of the return to Camp 6 you find tense and exciting? ‘The decision has been made and now we had to fight for our own lives’. This extract makes this story seem a lot more thrilling. His blunt and calm way at dealing with the situation helps the reader to reflect and try to appreciate the courage and dangers these men face.
‘At first we went the wrong way. This helps the reader to make it more dramatic. Later on the paragraph it says ‘There was a momentary lessening in the blizzard’. This is exciting because it makes you think they only have a certain amount of time before the blizzard starts again.
‘I felt panic surge inside’. This is one of the first real insights you get of his emotions. You see that he feels panicked and this excites the reader, instantly wanting to read ahead and see what becomes of him. ‘Fortunately our oxygen cylinders were still functioning and we could breath’. This passage is impressive because you start to understand that this was a life and death situation. ‘The surging snow buffeted over and around me for minutes’. This gives the reader a brilliant image, and you can picture the scene well, his description was simple yet adds another dimension to his story. ‘At half past seven we stumbled into Camp 6. Martin was there and I burst into tears’. I think that this was a very effective and positive ending to his story, because Pete is finally able to release his emotions and relax safe in the knowledge that he and his three companions are alive.

Compare the different ways in which language is used for effect in the two texts. Give some examples and analyse what the effects are?
Source 2, ‘Fearsome Tyrannosaurus rex Sue may have died from a sore throat’, and Source 3 ‘Everest the hard way’ are both non-fiction texts, but have very different purposes. Source 2 is a media text, written to inform readers of a new scientific discovery. Source 3 is a literary non-fiction text, written to inform readers of an interesting experience.
Source 2 uses practical language to clearly explain the information contained in the article. It is quite short, and doesn’t use any more words than necessary. It uses humorous language in the title, but in other respects is very factual. Text 2 uses some descriptive language for effect when trying to describe the “fearsome T-rex” compared to the “common pigeon.” Here they are trying to show the amazement that a creature that size could possibly have died from a disease which affects pigeons and other wild birds. Specialist vocabulary is also used in Source 2, which enhances the scientific nature of the piece. Words such as ‘gouge marks’, ‘parasite’ and ‘prehistoric’ are used with statistical facts such as the skeletons height and age. This makes the article sound knowledgeable and helps to interest the reader. Alliteration is also used in the headline – ‘Sue…sore throat’. This enforces the humour in the title, another way in which language is used for effect. In source two there is no end until it is proven that the T.rex did in fact die from an infection not just a natural death.

In Source 3, descriptive language is used to vivify the accounts of Pete Boardman’s experiences. He uses descriptive language to convey a sense of excitement, through interesting adjectives like ‘sliding’, ‘surging’, ‘mercilessly’ and verbs such as ‘threaded’ and ‘smashed. These adjectives bring to life the story and enhance the feelings that the reader has when he describes the second avalanche. He also uses alliteration in ‘surging snow’. The use of specialist vocabulary – ‘south col’, ‘south summit’, ‘crampons’ and ‘runnels’ makes the tone of the article knowledgeable and authoritative. Text 3 uses a lot of short words in short sentences to keep you in suspense words like “the time was up” and “Then it stopped.” These are used to build up an exciting tense atmosphere to keep you on the edge of your seat and to make you want to read on. Direct speech is used in Source 3, which adds to the sense of a story being told. Personal anecdote and the use of first person creates empathy, for example in the first paragraph Pete says ‘we’ll wait ten more minutes’. He explains how this helped the, – ‘it stuffed some responsibility to the watch’. Empathy is also created at the end of the piece, when he describes reaching the tent; ‘Martin was there and I burst into tears’. This highlights the stress they had been under and creates empathy.
The language is also different because text 3 is in the 1st person and text 2 is written in the 3rd person. Text 3 writes in 1st person so it is personal and they can use more emotive language. They will use words like “I saw” and “my watch” whereas text 2 will use words like “they found” and “they suggested.”
The two texts, Source 3 and Source 2 both use language in very different ways to create effect. Through its use of an authoritative tone and knowledgeable specialist vocabulary, Source 2 creates a sense of purpose and importance. Source 3 uses exciting, descriptive imagery and language to create a sense of tension and excitement throughout. Both texts use language in a way that reflects their purpose.

Write a brief article for a website of your choice telling your readers about an interesting or unusual journey or travel experience you have had. Explain why it was memorable?
Japan, what a lovely place, as I sat there in the aeroplane humming to my favourite songs from the earphones plugged into the arm rest. I sat upon a lovely comfortable leather chair with two old women chirping about their holiday. So I increased the volume of the music. Did it work? Of course it didn’t they become louder and louder. I unplugged my headphones and started to settle back in my seat and listen sipping my drink. I need to do something. I gently raised my arm onto my dad’s shoulders to awake him asking him “how long it was is until we land on a wonderful place in the middle of Japan called Tokyo?” My dad slowly raised to get something out of the overhead cupboard, game of chess to pass the time away however that cunning idea did not seem to work as I keep being outwitted by my dad’s moves. The aeroplane door separating the first class tickets and the standard tickets slowly opened with a middle aged woman pushing a trolley that looked so much like a trolley from Tesco’s it was unreal selling beverages left right and centre. It came down to me and my family which we ordered two large cokes. So the women got her pen and notebook out and jotted the drink down. Much to our denial the women returned seconds later with no drink stating “they are sold out”. You must be joking, do you have any drinks at all. Fancy that offering us a drink when the don’t even have anything. The women tried to calm us down and promised there will be second helpings on the food and first choose on the menu. Nevertheless me and dad began playing another game. It was my turn I glanced around the plane trying to find a really impossible thing to find. In addition to us being active and doing something to time flew past and we quickly severed our ‘aeroplane food’ as my mum like to call it and there sure enough we was there in the sunny country of Japan. I wiped my eyes several times just in case I was seeing things. There it is folks there was my most memorial day out.