1. The Immortal Game Selected Feedback

2. Linking Question

3. 4.Demonstrate how the opening sentence of Paragraph 3 (lines 16-17) performs an important linking function in the writer’s argument. 2A Contrast this with chess, a game that could not be contained by religious edict, nor ocean, nor war, nor language barrier. 1.“Contrast this” links to the previous paragraph and the many games of the past which never survived. (1) 2.“a game that could not be contained…” links to the new paragraph’s illustrations of chess’s scope and influence. (1) Linking Structure (a Reminder) 1.Refer to the previous paragraph: a)Quote the part of the linking sentence that links to the idea contained in the previous paragraph. b)Explain what the idea contained in the previous paragraph is. 2.Refer to the new paragraph: a)Quote the part of the linking sentence that links to the idea contained in the new paragraph. b)Explain what the idea contained in the new paragraph is.

4. 4.Demonstrate how the opening sentence of Paragraph 3 (lines 16-17) performs an important linking function in the writer’s argument. 2A Contrast this with chess, a game that could not be contained by religious edict, nor ocean, nor war, nor language barrier. “Contrast this” links to the previous paragraph and the many games of the past which never survived. (1) “a game that could not be contained…” links to the new paragraph’s illustrations of chess’s scope and influence. (1) Writing Frame Previous Paragraph: “_______________________________” links to the previous paragraph, which is about __________________________________________. New Paragraph: “_______________________________” links to the new paragraph, which is about __________________________________________. Contrast this A game that could not be contained the many games of the past that haven’t survived chess’s scope and influence

5. 4.Demonstrate how the opening sentence of Paragraph 3 (lines 16-17) performs an important linking function in the writer’s argument. 2A Contrast this with chess, a game that could not be contained by religious edict, nor ocean, nor war, nor language barrier. “Contrast this” links to the previous paragraph and the many games of the past which never survived. (1) “a game that could not be contained…” links to the new paragraph’s illustrations of chess’s scope and influence. (1) Additional Tips: Linking information normally appears in chronological order: – the part of the sentence that links to the previous paragraph normally comes before the part that links to the new paragraph. Pay particular attention to pronouns (words that substitute nouns / noun phrases). – The ideas contained in the previous paragraph may be summarised by use of a pronoun, as is the case here. Linking phrases should be as short as possible, to avoid the risk of being vague.

6. 4.Demonstrate how the opening sentence of Paragraph 3 (lines 16-17) performs an important linking function in the writer’s argument. 2A Contrast this with chess, a game that could not be contained by religious edict, nor ocean, nor war, nor language barrier. “Contrast this” links to the previous paragraph and the many games of the past which never survived. (1) “a game that could not be contained…” links to the new paragraph’s illustrations of chess’s scope and influence. (1) Example Answer A) “Contrast this with” shows that the writer is going to oppose the previous point. The writer then lists all of the ways in which chess was different from normal games. The word “this” refers to the previous explanation of how games don’t last. “chess, a game that could not be contained”, refers to the later explanation of how chess had lasted all these years. 2 marks (Model Answer)

7. 4.Demonstrate how the opening sentence of Paragraph 3 (lines 16-17) performs an important linking function in the writer’s argument. 2A Contrast this with chess, a game that could not be contained by religious edict, nor ocean, nor war, nor language barrier. “Contrast this” links to the previous paragraph and the many games of the past which never survived. (1) “a game that could not be contained…” links to the new paragraph’s illustrations of chess’s scope and influence. (1) Example Answer B) His use of the word “contrasts” shows he is going to introduce a new idea different to his old one. He talks about chess that spread like wildfire and about where it was used and by whom. As opposed to other games talked about previously that were lost. 0 marks. No attempt to support ideas with quotations that relate to previous / new paragraphs.

8. Analysis Questions

9. 13.“It sparked and settled feuds, facilitated and sabotaged romances, and fertilised literature from Dante to Nabokov.” (lines 63-64) Demonstrate how the writer’s language in these lines help explain the writer’s belief in the power of chess. (You should refer to two different techniques: for example, sentence structure, word choice, imagery, etc) 4A Analysis Structure (a Reminder) For every mark the question is worth: a)Identify a technique: i.The writer uses a list. ii.The writer has chosen to use the word ‘settled’. iii.The writer uses the metaphor ‘sparked’. b)Explain the effect it creates, and how it creates it: i.This illustrates the vast variety of ways in which chess can influence people’s lives. ii.This suggests that chess is capable of resolving many disputes. iii.A spark is a small burning particle that can be used to ignite a fire. This suggests that chess was the starting point from which conflicts often originated.

10. 13.“It sparked and settled feuds, facilitated and sabotaged romances, and fertilised literature from Dante to Nabokov.” (lines 63-64) Demonstrate how the writer’s language in these lines help explain the writer’s belief in the power of chess. (You should refer to two different techniques: for example, sentence structure, word choice, imagery, etc) 4A Marking Scheme - Sentence Structure Parallel structuring “sparked and settled” / “facilitated and sabotaged”: – highlights the range of ways chess could influence people’s lives, by highlighting the contrasting ways in which it could do so. (1) A list of the ways in which chess could affect people’s lives: – illustrates the broad range of ways in which chess could effect people lives, by giving multiple examples of them. (1) Example Answer A) “The writer lists each point one after the other, to emphasises the “power of chess”. 0 marks – Identifies a technique (use of list), but the “explanation” simply restates the question.

11. 13.“It sparked and settled feuds, facilitated and sabotaged romances, and fertilised literature from Dante to Nabokov.” (lines 63-64) Demonstrate how the writer’s language in these lines help explain the writer’s belief in the power of chess. (You should refer to two different techniques: for example, sentence structure, word choice, imagery, etc) 4A Marking Scheme - Sentence Structure Parallel structuring “sparked and settled” / “facilitated and sabotaged”: – highlights the range of ways chess could influence people’s lives, by highlighting the contrasting ways in which it could do so. (1) A list of the ways in which chess could affect people’s lives: – illustrates the broad range of ways in which chess could effect people lives, by giving multiple examples of them. (1) Example Answer B) “The use of a list emphasises the wide variety of things that chess has effected by describing and illustrating different ideas the writer shows how chess has the power to do many things. The list shows how the writer knows of and believes chess has effected these areas of life and done what he describes.” 1 mark. Clear identification of technique & detailed (slightly laboured) explanation.

12. 13.“It sparked and settled feuds, facilitated and sabotaged romances, and fertilised literature from Dante to Nabokov.” (lines 63-64) Demonstrate how the writer’s language in these lines help explain the writer’s belief in the power of chess. (You should refer to two different techniques: for example, sentence structure, word choice, imagery, etc) 4A Marking Scheme - Word Choice “sparked” suggests chess was the inspiration / driving force for things to happen. (1) “settled” suggests that it was instrumental in resolving disputes. (1) “facilitated” suggests that chess helped to create things / pave the way for things. (1) “sabotaged” suggests chess was instrumental in scuppering / destroying things. (1) “fertilised” suggests chess added to / contributed to / inspired great written works. (1) Example Answer C) “fertilised” this suggests that literature was almost invented or stemmed from chess which again is indicative of the game’s importance and capabilities. “sparked” this suggests that chess ignited and caused feuds between parties. 2 marks. Appropriate identification of 2 words, plus brief, relevant explanations.

13. 13.“It sparked and settled feuds, facilitated and sabotaged romances, and fertilised literature from Dante to Nabokov.” (lines 63-64) Demonstrate how the writer’s language in these lines help explain the writer’s belief in the power of chess. (You should refer to two different techniques: for example, sentence structure, word choice, imagery, etc) 4A Marking Scheme - Word Choice “sparked” suggests chess was the inspiration / driving force for things to happen. (1) “settled” suggests that it was instrumental in resolving disputes. (1) “facilitated” suggests that chess helped to create things / pave the way for things. (1) “sabotaged” suggests chess was instrumental in scuppering / destroying things. (1) “fertilised” suggests chess added to / contributed to / inspired great written works. (1) Example Answer D) The word choice of “sparked” and “settled” shows that chess could cause conflict to happen but also had the power to calm things down. 2 marks. Identification of “sparked” followed by explanation of what it suggests, then identifies “settled” followed by explanation of what it suggests. Answer could be improved by making it clearer which explanation ties in with which word.

14. 13.“It sparked and settled feuds, facilitated and sabotaged romances, and fertilised literature from Dante to Nabokov.” (lines 63-64) Demonstrate how the writer’s language in these lines help explain the writer’s belief in the power of chess. (You should refer to two different techniques: for example, sentence structure, word choice, imagery, etc) 4A Marking Scheme – Imagery (literal, then figurative explanation): “fertilised” To fertilise means to use something to grow something else. (1) This suggests this suggests that chess was responsible for helping to create written works and develop them. (1) “sparked” A spark is a small burning particle that can be used to ignite a fire. (1) This suggests that chess was the starting point from which conflicts often start. (1) Example Answer E) “He sparked and settled feuds” – He said it had the potential to start and end conflict and long lasting grudges. This image suggests that chess could be used as a substitute for war or that it could replace arguments. It is an effective image to use as it is a believable option. 0 marks. Not specific enough in identifying the selected image. Assuming “sparked” is the chosen image, answer fails to explain literal and figurative meanings.

15. 13.“It sparked and settled feuds, facilitated and sabotaged romances, and fertilised literature from Dante to Nabokov.” (lines 63-64) Demonstrate how the writer’s language in these lines help explain the writer’s belief in the power of chess. (You should refer to two different techniques: for example, sentence structure, word choice, imagery, etc) 4A Marking Scheme – Imagery (literal, then figurative explanation): “fertilised” To fertilise means to use something to grow something else. (1) This suggests this suggests that chess was responsible for helping to create written works and develop them. (1) “sparked” A spark is a small burning particle that can be used to ignite a fire. (1) This suggests that chess was the starting point from which conflicts often start. (1) Example Answer F) He uses imagery in saying that it “fertilised literature” to shows that it was needed, essential, it was key in these works, and so it is powerful. 0 marks. Clearly identifies an appropriate image, but fails to clearly explain its literal and figurative meanings.

16. 13.“It sparked and settled feuds, facilitated and sabotaged romances, and fertilised literature from Dante to Nabokov.” (lines 63-64) Demonstrate how the writer’s language in these lines help explain the writer’s belief in the power of chess. (You should refer to two different techniques: for example, sentence structure, word choice, imagery, etc) 4A Marking Scheme – Imagery (literal, then figurative explanation): “fertilised” To fertilise means to use something to grow something else. (1) This suggests this suggests that chess was responsible for helping to create written works and develop them. (1) “sparked” A spark is a small burning particle that can be used to ignite a fire. (1) This suggests that chess was the starting point from which conflicts often start. (1) Example Answer F) Use of the word “fertilised” (fertilised normally refers to when plants or crops are fertilised, they have a substance added to help them grow), helps suggest that chess acted as an inspiration / a starting point of ideas for writers born as early as 1765 and from centuries later (Vladimir in 1899). 2 marks. Model answer.

17. Contrast Questions Just in case…

18. 7. The writer suggests that on his return to chess as a game he was still “ambivalent” about it (line 38). With specific reference to the text, demonstrate how he develops this idea in the rest of the paragraph.2 U/A Answers must understand the meaning of “ambiguity” (to have mixed feelings about something) to gain full marks. A definition of “ambiguity” on its own will earn 1 mark. “charmed” / “intrigued” (by chess’s “depth”) – shows that the writer is seduced / fascinated by the complexity of chess. (1) “put off” (by high level of entry to even moderate standards of play) – shows that the writer is discouraged from being involved in chess by the high standard expected of even an average player. (1) Example Answer A) He then goes on to say what he thought of it and how “ambivalent” he was. “Ambivalent” shows the writer had different and mixed views on chess. This is developed as he then goes on to describe his varied views, saying he was seduced by its initial idea and fascinated by its complexity yet at the same time he was against the belief that you had to hold it in such a high regard to have any meaning to play it. 1 mark. Fails to coherently explain the idea that the writer was put off chess.

19. 7. The writer suggests that on his return to chess as a game he was still “ambivalent” about it (line 38). With specific reference to the text, demonstrate how he develops this idea in the rest of the paragraph.2 U/A Answers must understand the meaning of “ambiguity” (to have mixed feelings about something) to gain full marks. A definition of “ambiguity” on its own will earn 1 mark. “charmed” / “intrigued” (by chess’s “depth”) – shows that the writer is seduced / fascinated by the complexity of chess. (1) “put off” (by high level of entry to even moderate standards of play) – shows that the writer is discouraged from being involved in chess by the high standard expected of even an average player. (1) Example Answer B) Saying he was ambivalent means that the writer was in two minds about the game. This is demonstrated as the writer mentions that he was “charmed by its elegance and intrigued by its depth” suggests that the idea of playing chess was very attractive to him. However he then goes on to say that he was also put off “by the high gates of entry to even moderately serious play” which tells us that he wasn’t keen on sacrificing a huge part of his time just that he could be reasonably good, suggests that it is an extremely difficult game to master. 2 marks. Identifies both sides of ambiguity. Also provides definition.