Paper 2 Skills: Identify and Select (Cambridge (CIE) AS English General Paper): Revision Note

Exam code: 8021

Deb Orrock

Written by: Deb Orrock

Reviewed by: Nick Redgrove

Updated on

Paper 2 summary

Paper 2 of your CIE AS English General Paper exam is the comprehension paper:

  • 1 hour 45 minutes

  • 50 marks

  • 2 sections each worth 25 marks

  • 50% of the AS level

  • Source materials will be provided in a separate insert booklet:

    • The materials may come from reports, reviews, essays, blogs, scripts, speeches and descriptions, and may include visual data such as diagrams or graphs

    • The materials will be up to 900 words in length

Below we break down the skills required to demonstrate your ability to identify and select explicit information in the Paper 2 exam, along with the types of questions that assess these skills.

Explicit versus implicit meanings

Explicit information is clear and directly expressed. Implicit refers to something that is understood, but not described or stated clearly or directly. Something stated implicitly uses implication, assumption and inference to generate meaning.

For example:

The long corridor was cold and windswept, making my candle flicker and the shadows quake and shudder.

  • The explicit information in this sentence is that the corridor is long, cold and windswept

  • The implicit meaning in this sentence is that the corridor is creepy and frightening

  • This is shown by the use of imagery, such as “candle flicker” and “shadows quake and shudder”

Something that is implicit is inferred; this means you need to make a logical inference based on the evidence you are presented with. Essentially, it’s reading between the lines. In the above example, the fact that the corridor seems to be a frightening place is a logical inference to make, based on the fact that even the shadows “quake and shudder”.

Exam questions: identify and select

These types of questions require you to find explicit information directly stated in the source material. The command word is usually “identify”.

Examples:

Identify two pieces of evidence which show that Mungo uses a controlling style of leadership.

(8021/21, May/June 2024)

[2 marks]

Identify the reason why Polarstern and its crew spent nearly a year in the Arctic.

(8021/23, May/June 2024)

[1 mark]

Identify three of the reasons given why chess was not very popular before millions tuned in to watch The Queen’s Gambit.

(8021/22, May/June 2024)

[3 marks]

These questions reward concise, factual retrieval, and are typically worth 1 mark per answer. 

To get full marks for these types of questions, it is important to:

  • Ensure you read each question carefully

  • Underline the command words and key terms in each question

  • Match the key terms to the correct details from the correct text

  • Ensure the number of points identified matches the number of marks on offer

  • State each point clearly and accurately:

    • Vague responses or those that introduce outside information (when not specifically requested) will lose marks

  • Avoid development:

    • These questions use the command word ‘identify’, meaning that you should name, select or recognise the points, rather than explaining or developing them

Worked Example

The text for this question can be found on page 6 of the May/June 2024 8021/22 insert (opens in a new tab).

Identify three of the reasons why chess was not very popular before millions tuned in to watch The Queen’s Gambit.

[3 marks]

To achieve full marks (3/3), you must state three distinct points from the list of unpopular associations:

  • It was associated with old men [1 mark]

  • sour looks [1 mark]

  • hours of boredom [1 mark]

  • and genius levels of memory and logic [1 mark]

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Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

Nick Redgrove

Reviewer: Nick Redgrove

Expertise: English Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.