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Question

Refer to both Text 1 and Text 2.

Compare how the writers of Text 1 and Text 2 present their ideas and perspectives on food.

Support your answer with detailed references to the texts.

Text 1, Orwell’s 'Such, Such are the Joys' is autobiographical with a first person perspective to share his memories with detail and clarity. He is aware that his account of school dinners might seem exaggerated but assures the reader that "I do not think I can be imagining" the experience. His title "such are the joys" takes on an ironic twist when the reader learns that there was little joy in his school dining hall. Text 2 is an informative feature article, persuading readers to support Jamie Oliver’s 'Food Revolution Day'. The headline is inviting and signals an instruction to readers "how schools can join". The word "revolution" connotes a change for the better, implying that the experience of school dinners will improve through this campaign.

Orwell opens with blunt adjectives that focus on the poor quality of the food - it was "bad" and "insufficient". He reinforces this opinion with an anecdote presenting their desperation for more food, going to "lengths" to steal it. The vivid description from a child’s perspective exaggerates the "miles of pitch-dark stairways" and the threat of "Sambo, ghosts and burglars" to show the extent of the risk they were taking. The metaphor "paralysed" creates an image of boys frozen in terror. The reader feels sorry for them as even stolen food is only "stale bread" and "left-over scraps" which implies it is old and unappetising.

Unlike Text 1, the Oliver article opens with an enthusiastic tone, "kicking off" connotes a lively start, which is appealing to children – and the adults who want them to enjoy school dinners. Like Orwell, the text opens with a focus on food but this time in a positive way. A rule of three describes it as "good, fresh, real", creating an image of healthy, natural food. The first paragraph ends with alliteration "health and happiness" which highlights the key benefits of improving children’s eating habits.

Orwell presents a perspective that the experience of school dinners was different for staff (assistant masters) as they had "somewhat better food". He uses a metaphor to describe the headmaster’s view that a boy’s appetite is a "sort of morbid growth" implying it is unhealthy and should be "kept in check". The repeated "maxim" suggests that they taught boys to believe that leaving a meal "as hungry as when you sat down" was normal. On the other hand, the Oliver article presents the idea that staff and children worked together – all "took part" in some way. Listing is used to show the range of activities experienced – the verbs "chopping, grating, picking" highlight the action and productivity of the day. The "prep work" involved "reading, sequencing, designing, measuring" and "finding out" – bringing attention to the educational advantages. Unlike in Orwell’s time, the children learn to enjoy the experience of school meals.

In conclusion, both texts present very different perspectives on school dinners. Orwell’s extract closes with details that would raise sympathy in his reader. "Literally" not having enough to eat highlights the hunger boys might face. The adjective 'solid' in "no solid meal" implies that after mid-day the boys received insubstantial food. Afternoon tea is described as "miserable" which connotes the boys’ unhappiness as well as the meagre portions they were given. The final image of "bread and cheese, with water" is plain and basic, leaving the reader in no doubt as to how unexciting school food was for him. In contrast, the Jamie Oliver extract celebrates the idea of eating well at school. It ends with positive language choices "enthusiastic", "fun" and "success" so that the reader can share in the excitement of the ideas. This could persuade readers to get involved in the next Food Revolution Day or to think about how they can improve meals for children.

Feedback – even better

This answer:

• has an introduction and a conclusion, both of which refer back to the question
• uses details from the text, embedded into sentences, to support the points it makes
• uses connectives throughout to show clear comparison between the texts
• selects the most striking words/phrases and explores their connotations
• identifies methods, eg choice of adjectives and metaphors
• analyses both language and structure and considers form and purpose comparing how each text might affect the reader and leaves them feeling or thinking
• demonstrates perceptive inference when exploring ideas and perspectives, eg “miserable” has connotations of unhappiness and implies meagre portions
• makes a number of comparative points throughout the answer – always bringing the focus on ideas and perspectives into their analysis