Question 1 (3 marks)
Why this question → 9 of 12, p 0.68Use Text 1 to answer this question.
Explain how the poet conveys the significance of a remembered place. (3)
40 marks · an original Intuition practice paper realising the consensus predictions — every question links to the evidence behind it. Prefer the PDF?
Paper 1 is common to English Advanced and English Standard, so this practice paper was built from the merged consensus of BOTH courses' six-model AI panels (twelve model-runs: deepseek, fable, gemini-3.1-pro, gpt-5.6-sol, grok and opus for each course), each of which independently predicted the 2026 examination from the 2019–2025 papers and NESA marking feedback. The 66 Paper 1 question-level predictions were clustered (synthesis/english_paper1-consensus-questions.yaml); every cluster with material consensus is realised below, and each question is tagged with the cluster it realises. Every stimulus text is an original work composed for this paper; the authors and sources named are fictional, and no real author's work or style is imitated. No question is copied from a past paper.
General instructions
Texts 1–5
Stone Fruit
The ladder always leaned where the bark had worn it a paler grey, and I went up into the apricot tree the way you enter a house you have lived in all your life — without looking, hands knowing the door.
My grandmother stood below with her apron held out, a hammock for the summer to fall into. Gently, she said, they bruise — and I learnt the weight of a thing by how carefully it must be given away.
The kitchen that afternoon smelled of sugar scorched a little on purpose. Jars in rows on the sill caught the light and held it the way I thought we would hold every summer after.
The tree is still there. The house is sold. Somewhere a stranger's child climbs through those same slow rooms of leaves and does not know she is climbing through the middle of my life.
I own nothing of it now but the knowing: how to cup a ripe thing in the palm, how to lower it down without falling, how sweetness is a kind of grief that has learnt to keep.
— Alira Wenden (fictional author; original work)
from The Long Table
By one o'clock the backyard was full, and Nadia had been hugged by eleven people whose faces she loved and whose lives she no longer knew. She carried the salads out. She carried the chairs out. If she kept carrying things, she had discovered, nobody asked her anything.
Her aunties had annexed the kitchen, as they always did, and were conducting three arguments at once in two languages, as they always were. It should have been simple to step in among them. It had been simple once. She stood in the doorway holding a bowl of beans and understood that she was performing the entrance the way an actor performs a room she has only seen in photographs — every gesture correct, nothing true.
And whose fault was that? Nobody had sent her away. She had wanted the scholarship, the city, the small bright flat with her name alone on the lease. She had wanted it fiercely; she wanted it still. That was the thing no one warned you about wanting: it was not a door you walked through but a tide you swam out on, and when you turned around, the shore was still there, still golden, still calling you in for lunch — only further, every year a little further.
'Nadia! Sit, sit. You remember how to sit?' Her uncle patted the bench beside him, laughing at his own joke, and the whole table laughed with him, and she did too, because it was funny, and because it wasn't.
She sat. The talk closed over her head like water. Under the long table, her grandmother's hand found hers and pressed it — one firm, unhurried pulse, the way you press a seam flat, the way you say I know without saying anything — and Nadia held on, belonging and not belonging, both at once, all afternoon.
— S. J. Marrick (fictional author; original work)
from 'The Full Room', a weekend magazine essay
There are one hundred and forty-three people in my pocket. I counted. Friends, colleagues, a plumber, a man I met once at a conference in 2019 who sends me articles about productivity. At any moment of any day, I can reach more human beings than my great-grandmother met in her entire life.
So why did I stand in my kitchen last Tuesday, phone glowing in my hand like a small hearth, and feel that the house had never been so quiet?
We have mistaken access for company. A message is not a conversation; a conversation is not a presence; and presence — the old, inefficient kind, where somebody's whole afternoon is spent in the same room as your whole afternoon — is the one thing the technology of connection cannot deliver. It can deliver everything else: the update, the reaction, the thumbs-up rising like a small balloon and vanishing. It is astonishing. It is not enough.
Here is the paradox we have built for ourselves: the fuller the room, the lonelier the standing in it. We scroll through other people's dinners while ours goes cold. We are never out of touch and rarely in it.
I am not proposing we throw the phones in the river. I am proposing something harder: that we notice what the full room is emptying us of, and begin — awkwardly, inefficiently, one unscheduled hour at a time — to be somewhere, wholly, with someone, again.
— Tomas Ellery (fictional author; original work)
from Mudlines: A Year on the Estuary
Low tide, first light, and the flats have laid the river's diary open again. You can read the night in it if you go slowly: the drag-line of a crab, commas of bird-print, the long deliberate sentence of an eel making for deeper water. Every six hours the tide wipes the page and the estuary begins its patient writing again.
My father taught me to walk here the way his mother taught him: barefoot, unhurried, weight back on the heels so the mud accepts you rather than swallows you. The flats don't belong to you, he'd say. You belong to them, or you sink. I thought for years this was a warning. I understand now it was an instruction for happiness.
Cities had me for two decades, and in all that time some part of me kept the tide chart running. I would be in a meeting, in traffic, in the fluorescent nowhere of an airport, and know without knowing that the water was drawing back off the flats at home, that the diary lay open and unread.
When I finally came back, the mud remembered my weight before I did. Ten steps out from the mangroves the old balance returned — heels back, hurry gone — and the place resumed writing me as if I were a line it had left unfinished. We speak of reading landscape. We speak less of the reverse: that a landscape reads its people, keeps its own record of us, and misses us, in its tidal fashion, when we go.
— Dana Okafor-Hale (fictional author; original work)
black-and-white photograph. A weatherboard house — a whole house, complete with corrugated-iron roof and a front door still bearing its brass number — is loaded on the tray of a wide removal truck, travelling along a flat country road at dawn. The house fills the left two-thirds of the frame and leans very slightly with the camber of the road; its windows are curtained, as if still lived in. On the right, at the road's edge, an elderly woman stands beside a letterbox on a post, the only thing left standing on the cleared block behind her, watching the house go. Her figure is small in the frame but sharply in focus; the strong horizontal vector of the road and truck leads the viewer's eye from her towards the house as it departs. Long early-morning shadows run from her feet towards the viewer. The caption reads: Relocation day.
— photographer: R. Amaya (fictional; original described image)
20 marks — Attempt Questions 1–5 — Allow about 45 minutes for this section
Your answers will be assessed on how well you demonstrate understanding of human experiences in texts, and analyse, explain and assess the ways human experiences are represented in texts.
Use Text 1 to answer this question.
Explain how the poet conveys the significance of a remembered place. (3)
Use Text 2 to answer this question.
Analyse how the narrative voice reveals Nadia's experience of belonging and not belonging. (4)
Use Text 3 to answer this question.
'The fuller the room, the lonelier the standing in it.'
Analyse how the writer explores this paradox of human behaviour. (4)
Use Text 4 to answer this question.
Assess how effectively the writer represents the connection between people and landscape. (4)
Use Text 1 and Text 5 to answer this question.
Compare how Text 1 and Text 5 represent the ways people hold on to the places they have lost. (5)
20 marks — Attempt Question 6 — Allow about 45 minutes for this section
Your answer will be assessed on how well you demonstrate understanding of human experiences in texts, analyse how meaning is shaped in texts, and organise, develop and express ideas using language appropriate to audience, purpose and form.
'It is in the inconsistencies of human behaviour — the gap between what we intend and what we do — that texts reveal us most truthfully.'
To what extent does this statement reflect the representation of human experiences in your prescribed text?
In your response, make detailed reference to your prescribed text. (20)
(This question is answered with reference to whichever prescribed text you studied for the common module, in either course.)
| Criteria | Marks |
|---|---|
| Explains effectively how the poet conveys the significance of the remembered place, supported by well-chosen textual evidence | 3 |
| Explains how the poet conveys the significance of the place, with some evidence | 2 |
| Describes an idea in the poem | 1 |
Expect: the extended metaphor of the tree/house as a known, inhabited body ('the way you enter / a house you have lived in all your life'); tactile imagery of careful handling transferring from fruit to memory; the volta at 'The house is sold' converting nostalgia into loss; the closing paradox 'sweetness is a kind of grief / that has learnt to keep'. The trap the panel flags from 2019–2025 feedback: retelling the poem's story instead of linking a technique to the significance of place.
| Criteria | Marks |
|---|---|
| Analyses skilfully how narrative voice reveals the dual experience of belonging and not belonging, with well-chosen evidence | 4 |
| Analyses how narrative voice reveals the character's experience, with evidence | 3 |
| Explains an aspect of the character's experience | 2 |
| Describes what happens in the extract | 1 |
Expect: free indirect discourse collapsing narrator into Nadia ('And whose fault was that?'); the performance simile ('the way an actor performs a room'); the tide/shore conceit reframing choice as drift; the balanced antithesis of the close ('because it was funny, and because it wasn't'; 'belonging and not belonging, both at once'). Responses that only recount the lunch, or list techniques without linking them to the dual experience, stay in the lower bands (2023–2025 feedback).
| Criteria | Marks |
|---|---|
| Analyses skilfully how the writer explores the stated paradox, engaging with both of its sides, with well-chosen evidence | 4 |
| Analyses how the writer explores the paradox, with evidence | 3 |
| Explains the writer's ideas with some reference to the paradox | 2 |
| Describes the text's content | 1 |
Expect: the paradox must be defined (unprecedented connection producing deeper isolation), then tracked through technique — the quantified opening ('one hundred and forty-three people in my pocket') against the silent kitchen; rhetorical question; the triadic escalation 'A message is not a conversation; a conversation is not a presence'; hearth simile; the antithesis 'never out of touch and rarely in it'. Per 2022–2023 feedback, responses that describe the writer's opinion without engaging the contradiction itself cap at 2.
| Criteria | Marks |
|---|---|
| Assesses effectively, with a clear judgement, how well the writer represents the people–landscape connection, supported by well-chosen evidence | 4 |
| Makes a judgement about the representation with supporting evidence | 3 |
| Explains how the writer represents the connection | 2 |
| Describes ideas in the text | 1 |
The verb is assess: a stated judgement ('effectively', 'powerfully', with a because-clause) is required, not just analysis — the failure mode NESA named in 2024 ('requirements of the key word assess') and 2025 ('presenting a judgement'). Expect: the diary/writing conceit for the flats and its inversion ('a landscape reads its people'); inherited embodied knowledge ('heels back, hurry gone') as intergenerational connection; the reversal of ownership ('You belong to them, or you sink').
| Criteria | Marks |
|---|---|
| Compares skilfully how both texts represent holding on to lost places, with balanced treatment and well-chosen evidence from both | 5 |
| Compares how both texts represent the idea, with evidence from both | 4 |
| Explains how the texts represent the idea, with some comparison | 3 |
| Explains an idea in one or both texts | 2 |
| Describes one text | 1 |
Expect comparative architecture, not two stapled answers (the weakness NESA flagged in 2019, 2020, 2022 and 2024): e.g. both texts literalise carrying a home away (the truck; 'I own nothing of it now but the knowing'), but the photograph's vectors — the woman's gaze and the road's horizontal pull towards the departing house, the letterbox as the last vertical of the cleared block — hold loss in a single suspended moment, where the poem converts loss into inherited skill and 'sweetness … that has learnt to keep'. Visual-grammar terms (framing, salience, vector, shadow-line towards the viewer) should meet poetic technique on equal footing.
Marking guideline summary (aligned to the standard NESA 20-mark common-module band descriptors):
| Band | Descriptor |
|---|---|
| 17–20 | Skilfully evaluates the extent to which the statement reflects the prescribed text's representation of human experience; insightful analysis of how the gap between intention and action is constructed through form and language; a sustained, personal judgement; detailed, well-selected whole-text evidence |
| 13–16 | Effectively engages with the statement and makes a judgement of extent; sound analysis of representation with appropriate evidence |
| 9–12 | Engages with some terms of the statement; explains rather than evaluates; describes representation with some evidence |
| 5–8 | Limited engagement with the statement; recount with limited evidence |
| 1–4 | Attempts to describe the text |
Marker priorities drawn from the clusters: (1) the to what extent judgement must be explicit and sustained — scripts that assert agreement and then describe cap in the 9–12 band (2019, 2020, 2023 feedback); (2) the response must name a specific inconsistency of behaviour in the prescribed text — a character or persona whose intentions and actions diverge — not restate the module rubric (2020, 2023, 2025 feedback); (3) form matters: how the text's construction (narrative voice, verse form, staging, film technique) creates the gap between intention and act; (4) the quoted statement must be negotiated, not topped-and-tailed (2023 feedback). The question is deliberately answerable by every prescribed text on both courses' lists — preparation should identify the studied text's sharpest contradictions in advance.
| Paper item | Prediction | Agreement |
|---|---|---|
|
Q1 ↑ Q1 |
p1-q4-poem-opener-explain | 0.68 · 9 (adv: grok, deepseek, gpt-5.6-sol, fable, gemini; std: opus, grok, gpt-5.6-sol, fable) |
|
Q2 ↑ Q2 |
p1-q6-prose-fiction-voice-item | 0.67 · 5 (adv: deepseek, fable; std: gpt-5.6-sol, grok, fable) |
|
Q3 ↑ Q3 |
p1-q3-paradox-short-answer | 0.59 · 9 (adv: fable, deepseek, gpt-5.6-sol, grok, opus, gemini; std: deepseek, fable, gemini) |
|
Q4 ↑ Q4 |
p1-q5-evaluate-capstone | 0.63 · 5 (adv: fable, gpt-5.6-sol, opus, deepseek, gemini; std: none — see validity note) |
|
Q5 ↑ Q5 |
p1-q2-visual-comparison-returns | 0.58 · 11 (all runs except adv-deepseek) |
|
Q6 ↑ Q6 |
p1-q1-common-essay-paradox-strand | 0.50 / 0.52 / 0.80 · 12 / 9 / 10 |
|
Section I shape (5 questions, 3/4/4/4/5) |
p1-q7-single-common-essay-structure | 0.80 · 10 |
Intu AI
Intu AI builds unlimited practice questions for English Paper 1 in these styles, marks your working, and explains what you missed — aligned to your syllabus.
Published Aug 2026, before the exams. In November 2026 we score these predictions publicly against the real paper — per-model calibration and question-level hit rates, the same harness as the 2025 backtest. How we did it.