The following text is an extract from a magazine article written by Kofi Annan, former Secretary-General of the United Nations. In the article, Annan warns of the global consequences of overpopulation on planet Earth. Red Alert We are running out of space. Fly over Africa at night and you will see mile after mile of fires burning red in the dark as scrub is removed to make way for human beings. Satellite images of nocturnal Europe or America show vast areas lit up like an enormous fairground. From Shanghai to Sydney, from Moscow to Mexico City, the skylines of our major cities are no longer fixed and familiar. Where we cannot build into the sky, we construct vast chequerboards of smogbound, low-rise dwellings that stretch from one horizon to the other. Our cities expand in every direction as we fight to house a population that is growing at the rate of 200,000 each day. That adds up to a headcount the size of Germany every year. To feed this growing number requires ever more land to farm: each year, more than 150,000 square kilometres of natural forest are lost to agricultural or urban development. Forests cover a third of our planet's surface. They produce life-giving oxygen and, by absorbing carbon dioxide, also mitigate the otherwise catastrophic effects of climate change. Not only do they provide a habitat for many of the world's most endangered animals, around 1.6 billion people rely on them for food, fresh water, clothing, traditional medicine and shelter. Yet they are under threat from rampant deforestation in its many forms: fires, clearing for agriculture, unsustainable logging, ranching and development. We speak reverentially of the savage beauty and teeming biodiversity of the world's great wildernesses, from the tropical rainforests of Amazonia and central Africa, to our wetlands and deserts, and on to Patagonia and the frozen wastes of Antarctica. We are increasingly aware of the threats to such spaces and have encouraged sustainable conservation and ecotourism. But still the threats remain. The greatest unexplored space on our planet lies beneath the oceans. Yet rising CO2 levels in the atmosphere are causing acidification, which disrupts food chains and marine habitats. Huge floating masses of plastic dumped in the oceans turn into hazardous waste that endangers not only marine life but also, indirectly, human populations – and the planet itself. Overfishing, illegal and damaging trawling practices and past whaling have emptied the oceans before we have even properly understood what riches they contain. And the great spaces of the oceans are the lungs of the planet. The very air we breathe is filling up with toxins. For years, gases have burned through the ozone layer, exposing us to ultraviolet rays and affecting climate change. Airborne diseases – such as Zika, swine flu and bird flu – have multiplied and threatened to become global pandemics. Great clouds of smog hover above our cities and airborne diseases multiply. Inhalation of toxic gases is said to reduce average lifespans by one to two years. Various estimates suggest that air pollution accounts for between half and two- thirds of all premature deaths in Asia, while anywhere between 10 and 20% of all worldwide deaths are attributable to the same cause. Typhoons, hurricanes and cyclones are harbingers of disaster, yet the winds are also, for some, an important source of energy. The debate about the effectiveness of wind farms rages on. Protesters claim they are ineffective and even dangerous eyesores, while pro-campaigners trumpet the positive impact of these wind farms. Space itself - famously the final frontier – has not been colonised but has, instead, become a dumping ground to such an extent that scientists are now calling on nations to reduce the quantity of orbital junk they produce or risk inhibiting future space activity. And yet, as overpopulation and decreasing landmass become a conundrum for future generations, will outer space provide an inhabitable environment?
- (a)Comment on the language and style of the text.[15]
- (b)After reading the text, you give a speech to your classmates to persuade them to tackle the issue at a local level through individual and community action. Basing your writing closely on the material of the original text, write a section of the speech. You should use between 120 and 150 of your own words.[10]
Mark scheme
Marking points from the official mark scheme (Feb/Mar 2019). The mark or mark type is shown in brackets.
- [13-15] (a) Shows perceptive appreciation of content and ideas. Fluidly relates content to structure, form, audience, purpose, genre, style. Shows keen awareness of intentions of passage. Analyses text with sensitive and discriminating awareness of how language creates effects. Moves with ease between part and whole in discussing specific examples of language use and the effect of the whole passage. Strong structure; may be concise; quotation is used fluently, 'embedded' in the argument.
- [10-12] (a) Shows consistent appreciation of content and ideas. Able to relate content to structure, form, audience, purpose, genre, style, main aims of passage. Analyses text, with awareness of the effects created. Able to relate part to whole in discussing specific examples of language use and the effect of the whole passage. Strong structure used to convey clear argument.
- [8-9] (a) Shows steady engagement with content/ideas of piece. Shows general understanding of structure, form, audience, purpose, genre, style of passage. Thorough analysis of passage is made, correctly identifying a range of features of language, giving examples, and showing ability to explain how they create effects with some relation of part to whole. Clear structure, sustained focus.
- [6-7] (a) Shows some engagement with content/ideas of piece. Shows general, overall understanding of structure, form, audience, purpose, genre, style of passage. Appropriate points are made, correctly identifying some features of language use, giving examples, and showing some ability to explain how they create effects. May be a fragmented approach. Clear structure; may be 'line-by-line'; essay may drift in and out of focus.
- [3-5] (a) Makes some relevant points about content. Shows some understanding of some aspects of structure, audience, form, purpose, genre, style of passage, but with some failures to identify key features and or misunderstanding. Some relevant points made, identifying a restricted range of examples of language use. Some examples are not related to the effects created. Some examples may be listed without development. Much generalisation. Little structure. Points may be rather disconnected.
- [0-2] (a) Comments on content of passage. May be confused. Very few, if any, points made about language of passage. May be unclear. Expression breaks down at times. Very short work. Unstructured.
- [8-10] (b) A perceptive recognition of context, audience, form, and purpose supported by a good range of appropriate vocabulary and expression suitable for the task. Responses at the top of this band will be persuasive and confident, supported by a consistent, and at best personal, engagement with context and purpose, using fluent and accurate expression accompanied by a strong sense of audience.
- [6-7] (b) A clear and informed sense of purpose, context, form and relevance supported by a reasonable attempt to use language appropriate for the task.
- [4-5] (b) An adequate attempt, but marked by an inconsistent and uneven sense of purpose, form, context and style. Generally sound expression and accuracy.
- [2-3] (b) The beginnings of an answer, but limited by an inappropriate sense of style, form, purpose and language. Expression and accuracy may be limited.
- [0-1] (b) Confused and unfocused sense of purpose, form, context and audience. Wholly inappropriate language and style. Work may be brief or fragmented and expression very limited.
Write your answer and get it marked
On Oracle Prep you can write or photograph your own answer and have it marked by AI against this mark scheme, with feedback on what you missed.
Sign up free →