MYP 5 LANGUAGE & LITERATURE - 4º ESO

TERM 3 - MOCK EXAM

Name and Surname:
Date:

Task 1

Criterion A - ANALYSING

Text 1:

Read the excerpt from the novel Perfume by Patrick Süskind about
a scent that intrigues and perplexes the experienced perfumer
Giuseppe Baldini in eighteenth-century France. The scent was
crafted by his competitor, Pélissier.

“Before him stood the falcon with Pélissier’s perfume. Glistening golden
brown in the sunlight, the liquid was clear, not clouded in the least. It looked
totally innocent, like a light tea - and yet contained, in addition to four-fifths
alcohol, one-fifth of a mysterious mixture that could set a whole city
trembling with excitement. The mixture, moreover, might consist of three or
thirty different ingredients, prepared from among countless possibilities in
very precise proportions to one another. It was the soul of the perfume—if
one could speak of a perfume made by this ice-cold profiteer. Pélissier as
having a soul—and the task now was to discover its composition.

Baldini blew his nose carefully […] He pulled a fresh white lace handkerchief
out of a desk drawer and unfolded it. Then, holding his head far back and
pinching his nostrils together, he opened the flacon with a gentle turn of the
stopper. He did not want, for God’s sake, to get a premature sensation
directly from the bottle. Perfume must be smelled in its , gaseous state,
never as a concentrate. He sprinkled a few drops onto the handkerchief,
waved it in the air to drive off the alcohol, and then held it to his nose. In
three short, jerky tugs, he snatched up the scent as if it were a powder,
immediately blew it out again, fanned himself, took another sniff in waltz
time, and finally drew one long, deep breath, which he then exhaled slowly
with several pauses, as if letting it slide down a long, gently sloping
staircase. He tossed the handkerchief onto his desk and fell back into his
armchair.

The perfume was disgustingly good. That miserable Pélissier was

unfortunately a virtuoso. A master […] Baldini wished he had created it
himself, this Amor and Psyche. There was nothing common about it. An
absolute classic—full and harmonious. And for all that, fascinatingly new. It
was fresh, but not. It was floral, without being. It possessed depth, a
splendid, abiding, voluptuous, rich brown depth—and yet was not in the least
excessive or bombastic.

Baldini stood up almost in reverence and held the handkerchief under his
nose once again. “Wonderful, wonderful...” he murmured, sniffing greedily.
“It has a cheerful character, it’s charming, it’s like a melody, puts you in a
good mood at once... What nonsense, a good mood!” And he flung the
handkerchief back onto his desk in anger, turned away, and walked to the
farthest corner of the room, as if ashamed of his enthusiasm.

Questions to be answered:

1a - Explain the significance of the phrase, “soul of the perfume”.

1b - Analyse how Baldini is characterized through his interactions with the

perfume. Reference the effect on readers.

Text 2:

In the short film, Seeking the Aesthetic Experience, Youtuber Jason Silva
explores how our perceptions of reality can be changed by our experiences
of beauty.

https://www.youtube.com/watch?v=UpBycmR3_lQ
1c - Comment on the effect of one film technique used in the opening.

1d - Examine how viewers are encouraged to appreciate aesthetic

experiences in the closing of the film.

1e - Compare and contrast how the creators portray the impact of sensory
experiences. Candidates are required to discuss BOTH texts.

Criterion A - Analyzing: 10 marks

Marks Marks Descriptor [A: Analysing]

0
1-2 The student:
i. & ii. provides limited analysis of the content, context,
language, structure, technique and/or style of texts, and/or the
effects of the creator’s choices on an audience
iii. rarely justifies opinions and ideas with examples or
explanations; uses little or no terminology
iv. evaluates few similarities and/or differences, making
minimal connections in features across and within genres and
texts
3-5 The student:
i. & ii. provides adequate analysis of the content, context,
 language, structure, technique and/or style of texts, and/or the
effects of the creator’s choices on an audience
iii. justifies opinions and ideas with some examples and
explanations, though this may not be consistent; uses some
terminology
iv. evaluates some similarities and differences, making
adequate connections in features across and within genres and
texts
6-8 The student:
i. & ii. effectively analyses the content, context, language,
structure, technique, and/or style of texts, and/or the effects of
the creator’s choices on an audience
iii. sufficiently justifies opinions and ideas with examples and
explanations; uses accurate terminology
iv. evaluates similarities and differences, making substantial
connections in features across and within genres and texts
9-10 The student:
i. & ii. provides perceptive analysis of the content, context,
language, structure, technique and /or style of texts, and/or the
effects of the creator’s choices on an audience
iii. gives detailed justification of opinions and ideas with a range
of examples, and thorough explanations; uses accurate
terminology
iv. perceptively compares and contrasts, making extensive
connections in features across and within genres and texts

Criterion B: 10 marks

Marks Marks Descriptor [B: Organizing]

0 The student does not reach a standard described by any of the
descriptors below.
1-2 The student:
i. makes minimal use of organizational structures though these
may not always serve the context and intention, eg, writing about
each text separately.
ii. organizes opinions and ideas with a minimal degree of
coherence and logic, eg, points may be unconnected.
3-5 The student:
i. makes adequate use of organizational structures that serve the
context and intention, eg, there is an attempt to compare and
 contrast the texts.
ii. organizes opinions and ideas with a degree of coherence and
logic, eg, begins to make connections.
6-8 The student:
i. makes effective use of organizational structures that serve the
context and intention, eg, compares and contrasts the two texts.
ii. organizes opinions and ideas in a coherent and logical manner
with ideas building on each other.
9-10 The student:
i. makes sophisticated use of organizational structures that serve
the context and intention effectively.
ii. effectively organizes opinions and ideas in a sustained,
coherent and logical manner with ideas building on each other in
a sophisticated way.

Task 2 (20 marks)

Timing recommendation: 35 minutes

This task is assessed according to criteria C (Producing text) and D

(Using language). This task is worth 20 marks (C – 10 marks, D – 10
marks).

Look at the images below and respond to the prompt.

Image 1

Image 2
Using ONE of the above images, create a narrative focusing on a moment of
victory.

You may consider using any of the following: purpose, characterization,

setting, mood, and/or point of view.

Criterion C: 10 marks

Marks Mark descriptor (C: Producing text)

0

1-2 The student:

i. produces texts that demonstrate limited personal engagement
with the creative process, demonstrates a limited degree of
thought, imagination and sensitivity and minimal exploration and
consideration of new perspectives and ideas.
ii. makes minimal stylistic choices in terms of linguistic, literary
and visual devices, demonstrating limited awareness of impact
on an audience.
iii. selects a few relevant details and examples to develop ideas
3-5 The student:
i. produces texts that demonstrate adequate personal
engagement with the creative process; demonstrates some
degree of thought, imagination and sensitivity and some
exploration and consideration of new perspectives and ideas.
ii. makes some stylistic choices in terms of linguistic, literary
and visual devices, demonstrating adequate awareness of impact
on an audience.
iii. selects some relevant details and examples to develop
ideas.

6-8 The student:

i. produces texts that demonstrate considerable personal

engagement with the creative process; demonstrates
considerable thought, imagination and sensitivity and
substantial exploration and consideration of new perspectives
and ideas.
ii. makes thoughtful stylistic choices in terms of linguistic, literary
and visual devices, demonstrating good awareness of impact on
an audience.
iii. selects sufficient relevant details and examples to develop
ideas.
9-10 The student:
i. produces texts that demonstrate a high degree of personal
engagement with the creative process; demonstrates a high
degree of thought, imagination and sensitivity and perceptive
exploration and consideration of new perspectives and ideas
ii. makes perceptive stylistic choices in terms of linguistic,
literary and visual devices, demonstrating clear awareness of
impact on an audience
iii. selects extensive relevant details and examples to develop
ideas with precision.

Criterion D: 10 marks
Marks Mark descriptor (D: Using Language)
0 The student does not reach a standard described by any of the
descriptors below.
1-2 The student:
i. uses a limited range of appropriate vocabulary
ii. writes in an inappropriate register and style that does not
serve the context and intention
iii. uses grammar, spelling, syntax and punctuation with limited
accuracy; errors often hinder communication
3-5 The student:
i. uses an adequate range of appropriate vocabulary and
sentence structures
ii. sometimes writes in a register and style that serves the
context and intention
iii. uses grammar, spelling, syntax and punctuation with some
degree of accuracy; errors sometimes hinder communication
6-8 The student:
i. uses a varied range of appropriate vocabulary and
sentence structures competently.
ii. Writes competently in a register and style that serves the
context and intention
iii. uses grammar, spelling, syntax and punctuation with a
considerable degree of accuracy; errors do not hinder
effective communication
9-10 The student:
i. uses an effective range of appropriate vocabulary and
sentence structures.
ii. writes in a consistent appropriate register and style that
serves the context and intention
iii. uses grammar, spelling syntax and punctuation with a
high degree of accuracy; errors are minor, and communication
is effective

Task 3: 30 marks

Timing recommendation: 35 minutes.

Global context – Orientation in space and time

This task is assessed according to Criteria B (Organizing), C (Producing

text) and D (Using language).

This task is worth 30 marks (B – 10 marks, C – 10 marks, D – 10 marks).

As part of a public awareness campaign, create a speech about how the

representation of gender has evolved over time. End your speech with a call
for action.

Word limit – 350 words

Criterion B: 10 marks

Marks Mark descriptor (B: Organizing)

0 The student does not reach a standard described by any of the
descriptors below.
1-2 The student:
i. makes minimal use of organizational structures though
these may not always serve the context and intention
ii. organizes opinions and ideas with a minimal degree of
coherence and logic
iii. makes minimal use of formatting tools to create a
presentation style that may not always be suitable to the
context and intention.
3-5 The student:
i. makes adequate use of organizational structures though
these may not always serve the context and intention
ii. organizes opinions and ideas with some degree of
coherence and logic
iii. makes adequate use of formatting tools to create a
presentation style suitable to the context and intention.
6-8 The student:
i. makes competent use of organizational structures though
these may not always serve the context and intention
ii. organizes opinions and ideas in a coherent and logical
manner with ideas building on each other
iii. makes competent use of formatting tools to create a
presentation style suitable to the context and intention.
9-10 The student:
 i. makes sophisticated use of organizational structures that
serve the context and intention effectively
ii. effectively organizes opinions and ideas in a coherent
and logical manner with ideas building on each other in a
sophisticated way
iii. makes excellent use of formatting tools to create an
effective presentation style.

Criterion C: 10 marks

Responses which are neither linked to the global context nor the theme of
the prompt will be awarded (0 mark) for Criterion C – Producing Text.

Marks Mark descriptor (C: Producing text)

0 The student does not reach a standard described by any of the

descriptors below.
1-2 The student:
i. produces texts that demonstrate limited personal
engagement with the creative process, demonstrates a
limited degree of thought, imagination and sensitivity and
minimal exploration and consideration of new perspectives
and ideas.
ii.makes minimal stylistic choices in terms of linguistic,
literary and visual devices,
demonstrating limited awareness of impact on an
audience.
iii. selects a few relevant details and examples to develop
ideas
3-5 The student:
i. produces texts that demonstrate adequate personal
engagement with the creative process; demonstrates some
degree of thought, imagination and sensitivity and some
exploration and consideration of new perspectives and
ideas.
ii. makes some stylistic choices in terms of linguistic,
literary and visual devices,
 demonstrating adequate awareness of impact on an
audience.
iii. Selects some relevant details and examples to develop
ideas.
6-8 The student:
i. produces texts that demonstrate considerable personal
engagement with the creative process; demonstrates
considerable thought, imagination and sensitivity and
substantial exploration and consideration of new
perspectives and ideas.
ii. makes thoughtful stylistic choices in terms of linguistic,
literary and visual devices, demonstrating good awareness
of impact on an audience.
iii. selects sufficient relevant details and examples to
develop ideas.
9-10 The student:
i. produces texts that demonstrate a high degree of
personal engagement with the creative process;
demonstrates a high degree of thought, imagination and
sensitivity and perceptive exploration and consideration of
new perspectives and ideas
ii. makes perceptive stylistic choices in terms of linguistic,
literary and visual devices, demonstrating clear awareness
of impact on an audience
iii. selects extensive relevant details and examples to
develop ideas with precision.

Criterion D: 10 marks

Marks Mark descriptor (D: Using Language)

0 The student does not reach a standard described by any of the
descriptors below.
1-2 The student:
i. uses a limited range of appropriate vocabulary
 ii. writes in an inappropriate register and style that does not
serve the context and intention
iii. uses grammar, spelling, syntax and punctuation with limited
accuracy; errors often hinder communication
3-5 The student:
i. uses an adequate range of appropriate vocabulary and
sentence structures
ii. sometimes writes in a register and style that serves the
context and intention
iii. uses grammar, spelling, syntax and punctuation with some
degree of accuracy; errors sometimes hinder communication
6-8 The student:
i. uses a varied range of appropriate vocabulary and
sentence structures competently.
ii. Writes competently in a register and style that serves the
context and intention
iii. iii. uses grammar, spelling, syntax and punctuation with a
considerable degree of accuracy; errors do not hinder
effective communication
9-10 The student:
i. uses an effective range of appropriate vocabulary and
sentence structures.
ii. writes in a consistent appropriate register and style that
serves the context and intention
iii. iii. uses grammar, spelling syntax and punctuation with a
high degree of accuracy; errors are minor, and communication
is effective