Question 1
A student's Paper 2 plan lists three body paragraphs, each analysing a symbol from one text followed by a symbol from the other text, with no other technique types used. Applying the four-question plan check, which weakness does this reveal?No clue? Show me the answer
Correct answerCorrect!
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Method #1Direct reasoningStep 1: Locate the checklist criterion at stake
The four-question plan check includes a specific test for whether surface, suggestive, and structural techniques all appear, rather than one type repeated.
Step 2: Match the scenario to that criterion
The plan uses only symbolism in every paragraph, which is the exact red flag described for the mix-of-techniques check: 'every paragraph analyses only diction or only imagery.'
Step 3: Note that comparison is still happening
Since both texts appear together in each paragraph, the direct-comparison check is actually satisfied here, ruling that concern out.
Step 4: Confirm the answer
The flaw is repetition of technique type, not absence of comparison or inherent weakness of symbols, so the mix-of-techniques failure is correct.
Method #2Process of eliminationStep 1: Rule out direct-comparison failure
The scenario states each paragraph analyses a symbol from one text followed by the other, meaning both texts do interact within paragraphs, so this check is not failed.
Step 2: Rule out purposeful-quotes failure
Nothing in the scenario suggests the quotes are decorative or unrelated to the argument; the issue is variety of technique, not quote quality.
Step 3: Rule out the claim that symbolism is unsuitable everywhere
Symbolism is explicitly recommended for middle paragraphs as a suggestive technique, so it is not universally wrong to use, only wrong to use exclusively.
Step 4: Confirm remaining option
The only accurate description of the flaw is repeated use of one technique type, matching the mix-of-techniques check.
Question 2
A student writes: 'Both Hamlet and Willy experience pressure, and this pressure causes problems for them.' Compared with the recommended standard for a strong main point in Paper 2 planning, what is the key weakness of this statement?No clue? Show me the answer
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Method #1Direct reasoningStep 1: Recall what makes a strong main point
A strong main point commits to a specific claim about cause and consequence, not just a shared theme label.
Step 2: Compare the statement against that standard
The student's sentence names 'pressure' and 'problems' without specifying what kind of pressure or what collapse looks like, staying at the level of a topic label.
Step 3: Interpret the consequence
Because it lacks specificity, this statement cannot generate an arguable essay structure; it only names a shared topic.
Step 4: Select the matching weakness
The correct answer identifies the missing specific claim about cause and consequence, which is exactly the flaw described.
Method #2Process of eliminationStep 1: Rule out the identical-theme claim
Nothing requires texts to share an identical theme; comparison can rest on differing treatments of a related idea, so this is not the flaw being tested.
Step 2: Rule out downgrading self-imposed pressure
Self-imposed pressure is explicitly valued alongside societal pressure in the strong main point example, so this option misstates the teaching.
Step 3: Rule out the guiding-question rule
There is no rule against addressing a guiding question indirectly through a thesis; this option invents a restriction not supported by the material.
Step 4: Confirm the correct option
The genuine weakness is vagueness and lack of a specific causal claim, matching the first option.