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GCSEEnglish Language8700/1 Paper 1 Explorations in creative reading and writingMark Scheme8700June 2019Version: 1.0 Final*196G8700/1/MS*

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019Mark schemes are prepared by the Lead Assessment Writer and considered, together withthe relevant questions, by a panel of subject teachers. This mark scheme includes anyamendments made at the standardisation events which all associates participate in and isthe scheme which was used by them in this examination. The standardisation processensures that the mark scheme covers the students’ responses to questions and that everyassociate understands and applies it in the same correct way. As preparation forstandardisation each associate analyses a number of students’ scripts. Alternative answersnot already covered by the mark scheme are discussed and legislated for. If, after thestandardisation process, associates encounter unusual answers which have not been raisedthey are required to refer these to the Lead Assessment Writer.It must be stressed that a mark scheme is a working document, in many cases furtherdeveloped and expanded on the basis of students’ reactions to a particular paper.Assumptions about future mark schemes on the basis of one year’s document should beavoided; whilst the guiding principles of assessment remain constant, details will change,depending on the content of a particular examination paper.Further copies of this mark scheme are available from aqa.org.ukCopyright 2019 AQA and itslicensors. All rightsreserved.AQA retainsthe copyright on all itspublications. However, registered schools/collegesfor AQA are permitted to copy materialfrom thisbooklet for their own internal use, with the following important exception: AQA cannot give permission toschools/collegesto photocopy any material that isacknowledged to a third party even for internal use within the centre.2

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019IntroductionThe information provided for each question is intended to be a guide to the kind of answersanticipated and is neither exhaustive nor prescriptive. All appropriate responses shouldbe given credit.Level of response marking instructionsLevel of response mark schemes for GCSE English Language are broken down into fourlevels (where appropriate). In the first column each level is identified with one or two keywords that represent the differences in the skills then described. These key words show theprogression from Level 1 to 4 and are:Level 4Level 3Level 2Level 1Perceptive, detailedClear, relevantSome, attemptsSimple, limited.This is followed in the second column by a description of the different qualities required inthe student’s answer for that level. These are called the skills descriptors. In order to reach agiven level, a student must fulfil one or more of the skills descriptors for that level.The third column of the mark scheme is the Indicative Standard. This is an important featureof the mark scheme for GCSE English Language. It provides exemplification of the skillsdescriptors at each level and offers a small number of different comments at the requiredstandard to give an indication of the quality of response that is typical for that level. It showsthe progression from Level 1 to 4.The Indicative Standard is not intended to be a model answer nor a complete response, andit does not exemplify required content. Students may reach a given level by making one ormore comments of the quality demonstrated by the Indicative Standard and do not have tomeet all the skill descriptors at that level.The standardising scripts will further exemplify each of the levels. You must refer to thestandardising material throughout your marking.Step 1 Annotate the responseWhen marking a response you should first read through the student’s answer and annotateeach section using the comments from the statement bank to show the qualities that arebeing demonstrated, as instructed during standardising. You can then award a level and amark.Step 2 Determine a levelStart at the lowest level of the mark scheme and use it as a ladder to see whether theanswer meets the descriptors for that level. The descriptors for the level indicate the differentqualities that might be seen in the student’s answer for that level. If it meets the lowest levelthen go to the next one and decide if it meets this level, and so on, until you have a matchbetween the level descriptor and the answer. With practice and familiarity you will find thatfor better answers you will be able to quickly skip through the lower levels of the markscheme.3

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019The Indicative Standard column in the mark scheme will help you determine the correctlevel. Remember, students may reach a given level by making one or more comments ofthe quality demonstrated by the Indicative Standard and do not have to meet all the skilldescriptors at that level. It is not the number of references, but the quality of the commentsthat will determine the level. The annotation you added to the script at Step 1 will help youdetermine the correct level.Step 3 Determine a markOnce you have assigned a level you need to decide on the mark. This requires you to finetune within the level to see how well each of the skills descriptors for that level has beenmet. A student only has to meet a skills descriptor at a given level once to be awarded thatlevel. Since responses rarely match a level in all respects, you need to balance out therange of skills achieved and allow strong performance in some aspects to compensate forother skills that may be only partially fulfilled. Again, the annotation added at Step 1 will helpyou determine the mark.Reference to the standardising scripts throughout the marking period is essential. This willhelp you apply the level descriptors accurately and consistently. There will usually be ananswer in the standardising materials which will correspond with each level of the markscheme. This answer will have been awarded a mark by the Lead Examiner. You cancompare the student’s answer with the example to determine if it is the same standard,better or worse than the example. You can then use this to allocate a mark for the answerbased on the Lead Examiner’s mark on the example.You may well need to read back through the answer as you apply the mark scheme to clarifypoints and assure yourself that the level and the mark are appropriate.An answer which contains nothing of relevance to the question must be awarded no marks.AdviceIn fairness to students, all examiners must use the same marking methods. The followingadvice may seem obvious, but all examiners must follow it closely.1. Refer constantly to the mark scheme and standardising scripts throughout themarking period.2. Always credit accurate, relevant and appropriate responses that are not necessarilycovered by the mark scheme or the standardising scripts.3. Use the full range of marks. Do not hesitate to give full marks if the response meritsit.4. Remember the key to accurate and fair marking is consistency.5. If you have any doubt about how to allocate marks to a response, consult your TeamLeader.4

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019SECTION A: READING – Assessment Objectives Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts.AO2 Explain, comment on and analyse how writers use language and structureto achieve effects and influence readers, using relevant subjectterminology to support their views.AO3 Compare writers’ ideas and perspectives, as well as how these areconveyed, across two or more texts.AO4 Evaluate texts critically and support this with appropriate textual references.AO1SECTION B: WRITING – Assessment ObjectivesAO5AO65 Communicate clearly, effectively and imaginatively, selecting and adaptingtone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical featuresto support coherence and cohesion of texts. Candidates must use a range of vocabulary and sentence structures forclarity, purpose and effect, with accurate spelling and punctuation. (Thisrequirement must constitute 20% of the marks for each specification as awhole).

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019AssessmentObjectiveSection AAO1 AO2 AO3AO4N/A Section B6AO5 AO6

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 201901Read again the first part of the source, from lines 1 to 5.List four things about the motor-van from this part of the source.[4 marks]Give 1 mark for each point about the motor-van: responses must be true, and drawn only from lines 1 to 5 of the textresponses must relate to the motor-vanstudents may quote or paraphrasea paraphrased response covering more than one point should be credited for each point made –though paraphrased responses must demonstrate evidence of identification of information that isspecific to the focus of the question as required by AO1responses that copy the whole section of the text from lines 1 to 5 verbatim should not becredited any marks as this does not provide any evidence of identification of information that isspecific to the focus of the question as required by AO1.Note: The indicative content must not be treated as exhaustive and reference must be made to theselected section of the text.AO1 Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different textsThis assesses bullet point 1: identify and interpret explicit and implicit information and ideasIndicative content; students may include:The van is an old Ford.AcceptRejectTwo marks – ‘old Ford’Motor-vanOr separately‘old’ – one mark‘Ford’ – one markIt has a windscreen – one markIt has a roof – one markThe van has beenrepainted green.‘Repainted green’ – two marksOr separately‘Repainted’ – one mark‘Green’ – one markThe van is painted green – one markThe van is painted.There is a flattened-outbiscuit tin nailed to theside.One markReference to tin, but noreference to side or vanThe sign on the vansays, ‘Jos. Hartop,greengrocer, rabbits’One mark7There is a flattened-out tin nailed to the side– one markRabbits are in the van,rabbits scratched on theIt says rabbits/greengrocer/Hartop on the van side of the van– one markThere is a sign on the van – one mark

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019The lettering is streaky Two marks – ‘streaky white’or‘streaky’ – one markwhite.‘white’ – one markThere is white lettering on the van – one markThere is lettering on the van – one markThe van is travellingslowly, across a hightreeless stretch ofcountry, in halfdarkness.The van is travelling – one markTravelling/driving across a treeless stretch ofcountry – one markThe van is streaky/whiteThe van is scratchedIt is travelling/driving inthe dark – withoutreference to ‘half’Travelling/driving across a stretch of country– one markTravelling/driving slowly – one markThe van is slow – one markTravelling/driving across a high stretch of country –one markTravelling/driving in half-darkness – one markThe van is travelling slowly, across a high treelessstretch of country, in half-darkness – maximum 3marksThe van is travelling in squally November – onemarkThe van is travelling in November – one markThere arechrysanthemumsstrung on the roof.There are flowers on the roof.Pink flowers orPink chrysanthemums,without reference tobeing on the roof/on thevan(no marks for sheaves)Rain hailed on thewindscreen.Must be rain/ing mention of the van – one markIt is raining.It is hailing.It is hailing on the van.The rain is hailing on the van/roof – one markThe van is travelling through the rain – one markRain swished across the roof – one markWater swished across the roof – one mark“Jos Hartop,greengrocer, rabbits”scratched in streakywhite lettering on aflattened out biscuittin on the side of thevan4 MarksMust mention “on the side of the van / on thevan” to get four marksOr any other valid responses that you are able to verify by checking the source8

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 20199

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 201902Look in detail at this extract, from lines 6 to 12 of the source:(Extract in question paper)How does the writer use language here to describe the Hartop family?You could include the writer’s choice of: words and phraseslanguage features and techniquessentence forms.[8 marks]AO2Explain, comment on and analyse how writers use language and structure to achieve effects andinfluence readers, using relevant subject terminology to support their viewsThis question assesses Language ie: Words/Phrases/Language Features/LanguageTechniques/Sentence FormsLevelSkills DescriptorsIndicative StandardThis indicative standard provides an exemplification of theskills descriptors at each level. It is not a model answ er, nor acomplete response, nor does it seek to exemplify anyparticular content.Level 4Perceptive,detailedanalysis7-8 marks10Shows perceptive anddetailed understanding oflanguage: Analyses the effects ofthe writer’s choices oflanguage Selects a range ofjudicious textual detail Makes sophisticated andaccurate use of subjectterminologyThe writer’s choice of adjectives to describe Hartopas ‘a thin, angular man, starved-faced’ suggestsboth the gaunt appearance of a man who ismalnourished and, metaphorically, the hard edgesof someone whose character is possibly devoid ofgenerosity or compassion for others, including hisfamily. The use of the adverb ‘awkwardly’, where itsays that he ‘seemed to occupy almost all the seat,sprawling awkwardly,’ not only reinforces theimpression of Hartop’s body being tall, sharp andskinny, but also that, in deliberately ‘sprawling’,spreading his frame and taking up the space in thevan, he was self-centred and intentionally selfishtowards others - a difficult person in mind andattitude to life, as well as in body.

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019Level 3Clear, relevantexplanation5-6 marksLevel 2Someunderstandingand comment3-4 marksLevel 1Simple, limitedcomment1-2 marksLevel 0No marksShows clear understandingof language: Explains clearly theeffects of the writer’schoices of language Selects a range ofrelevant textual detail Makes clear andaccurate use of subjectterminologyThe writer describes Hartop as ‘a thin, angularman, starved-faced’. The adjectives tell us that hehas a bony, sharp body and the word “angular” notonly suggests a hard physical appearance but alsoimplies harsh characteristics such as a lack ofemotion. We learn that he ‘seemed to occupyalmost all the seat, sprawling awkwardly’. Thephrase ‘almost all’ implies that he left very little ofthe seat for his wife and daughter so he was beingthoughtless and selfish, and the adverb ‘awkwardly’suggests how difficult it was for him to fit in the van,maybe because he was so tall and lanky.Shows some understandingof language: Attempts to comment onthe effect of language Selects some appropriatetextual detail Makes some use ofsubject terminology,mainly appropriatelyHartop is described as ‘a thin, angular man,starved-faced’ and these adjectives tell us that hewas not well fed and maybe couldn’t afford goodfood. It says that he was ‘sprawling awkwardly’taking up ‘almost all the seat’, which makes itsound like he spread himself out and was a bitselfish.Shows simple awareness oflanguage: Offers simple commenton the effect of language Selects simplereference(s) or textualdetail(s) Makes simple use ofsubject terminology, notalways appropriatelyHartop was described as ‘thin’ and ‘starved-faced’and these words might mean that he didn’t getenough to eat. It says he was ‘sprawlingawkwardly’ so perhaps he wasn’t very comfortable.Nothing to rewardNote: If a student writes only about language outside of the given lines, the response should beplaced in either Level 1 or Level 2, according to the quality of what is written.AO2 content may include the effect of ideas such as: the use of adjectives such as ‘starved-faced’ to suggest Hartop was not only malnourished andgaunt but also possibly devoid of generosity and compassion contrasting verbs, eg ‘sprawling’ and ‘squeezed,’ to represent different behaviour andpersonalities within the family the recurring motif of ‘thin’ and ‘thinness’ to describe Alice and her mother11

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 201903You now need to think about the whole of the source.This text is from the beginning of a short story.How has the writer structured the text to interest you as a reader?You could write about: what the writer focuses your attention on at the beginning of the sourcehow and why the writer changes this focus as the source developsany other structural features that interest you.[8 marks]AO2Explain, comment on and analyse how writers use language and structure to achieve effects andinfluence readers, using relevant subject terminology to support their viewsThis question assesses how the writer has structured a text. Structural features can be: at a wholetext level eg. beginnings/endings/perspective shifts; at a paragraph level eg. topic change/aspects ofcohesion; and at a sentence level when judged to contribute to whole structure.LevelSkills DescriptorsIndicative StandardThis indicative standard provides an exemplification of theskills descriptors at each level. It is not a model answ er, nor acomplete response, nor does it seek to exemplify anyparticular content.Level 4Perceptive,detailedanalysis7-8 marks12Shows perceptive anddetailed understanding ofstructural features: Analyses the effects of thewriter’s choices ofstructural features Selects a range ofjudicious examples Makes sophisticated andaccurate use of subjectterminologyThe Hartops’ van is a main focus of the text – inthe beginning when the old and shoddy exterior isdescribed, and towards the end when Alice ‘couldsee the red tail-light of the van again’ and isreunited with her parents. The text begins with theexterior of the van, old and ‘re-painted green’,travelling through the ‘treeless stretch of country’ inthe wind and rain. This wide and open scene isthen contrasted with the claustrophobic, squashedup interior of the front of the van, where Alice andher mother, despite their thinness, are ‘pressedtight together’ whilst Hartop is ‘sprawled awkwardlyon most of the seat. We then move forward,through the rainy countryside as Hartop drives theold van to its destination in order to sell hisproduce. This movement is stopped when the vanstops and the subsequent dialogue results in Aliceleaving the van to look for whatever has fallen fromthe roof as the van is driven on. The family, onceso pressed together, are now separated. Thereader stays with Alice, outside in the rain watchingthe tail-light of the van disappear. The textdevelops with Alice later moving out of thedarkness when she sees the stationary red taillight and the ‘lights of the houses’. However, at theend of the text she is cast back into isolation by thesharp words of her father and we leave her as she‘walked away and vanished, all without a word’.

MARK SCHEME –GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019Level 3Clear,relevantexplanation5-6 marksShows clear understandingof structural features: Explains clearly the effectsof the writer’s choices ofstructural features Selects a range of relevantexamples Makes clear and accurateuse of subject terminologyLevel 2Shows some understandingSomeof structural features:understanding Attempts to comment onand commentthe effect of structuralfeatures3-4 marks Selects some appropriateexamples Makes some use ofsubject terminology,mainly appropriatelyLevel 1Simple,limitedcomment1-2 marksLevel 0No marksShows simple awareness ofstructural features: Offers simple comment onthe effect of structure Selects simplereference(s) or example(s) Makes simple use ofsubject terminology, notalways appropriatelyAt the beginning, the focus is on the outside of theold van which is a bit battered and is travellingslowly through the ‘squally November halfdarkness’. Then we move inside the van whereHartop is sprawled in the driver’s seat and his wifeand daughter are squashed up together. The writerthen moves the action forward as Hartop drives theold van carefully through the rainy night until itstops because he thinks something has fallen fromthe roof. The focus then switches to the outsidewhere Alice ‘with the rain full in her face’ looks forthe lost item. She watches the van disappear intothe distance and is left alone. Later, the writer usesdialogue as a way of reuniting Alice with her fatherbut in an aggressive way, so that she ‘walked awayand vanished’ at the end of the text.Our focus at the beginning is on the old van andthe Hartop family in it. We learn that they are verysquashed up in the van because Hartop issprawling across the seat. Then the van moves andwe learn that outside it is windy and raining. Later,Alice has to go outside of the van to look for whathas dropped off the roof onto the road.The text begins by describing Hartop’s van and thethree members of the family, so that we know whothey are. Then the van is moving with the womensquashed up inside. Later, Alice leaves the van tofind what has dropped off the roof.Nothing to rewardAO2 content may include the effect of ideas such as: 13a constant focus on the van as it travels through the darknessa switch from the open scenery outside the van to the claustrophobic scene inside in orderto emphasise the family dynamicsmovement between the family group and Alice in isolationposition of dialogue to establish and then reinforce the relationship between Hartop andAlice

MARK SCHEME –GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019Focus this part of your answer on the second part of the source, from line 34 to theend.A student said, ‘This part of the story, where Alice is sent back along the road to findwhat has fallen from the roof and returns with the chrysanthemums, shows how hardand cruel Hartop is, so that all of our sympathy is with Alice.’To what extent do you agree?In your response, you could: consider whether Alice is treated cruelly by her fatherevaluate how the writer creates sympathy for Alicesupport your response with references to the text.[20 marks]AO4Evaluate texts critically and support this with appropriate textual referencesLevelSkills DescriptorsIndicative StandardThis indicative standard provides an exemplification of theskills descriptors at each level. It is not a model answ er, nor acomplete response, nor does it seek to exemplify any particularcontent.Level 4Perceptive,detailedevaluation16-20marks14Shows perceptive anddetailed evaluation: Evaluates critically and indetail the effect(s) on thereader Shows perceptiveunderstanding of writer’smethods Selects a range of judicioustextual detail Develops a convincing andcritical response to thefocus of the statementI think both Alice and Hartop are deserving of oursympathy, so it doesn’t all go to Alice. Although hiswife tries to protest, Hartop is determined that Aliceis going out in the wind, rain and darkness to lookfor whatever fell off the van roof. Our sympathy forAlice seems assured as the writer tells us that, toAlice, the van ‘seemed to be moving away rapidly’,with the adverb ‘rapidly’ suggesting Hartop’scareless lack of compassion in leaving Aliceisolated and abandoned. However, Alice’sacceptance of this suggests that she is used to herfather’s uncompromising and harsh ways so she‘stoically’ accepts the discomfort and pain of thewind and rain as her duty. Later, the writer uses theconspiratorial relationship between mother anddaughter, through dialogue, as a way perhaps tocreate sympathy for Hartop. Having successfullyreturned with the flowers, he overhears Alice say toher mother that it was ‘Only a bunch ofchrysanthemums’, meaning that it was nothing, itwas hardly worth the trouble he caused her to findthem, that they are not important. Alice felt safesaying this to her mother but ‘Hartop appeared atthe very moment she was speaking’. Since thechrysanthemums are his livelihood, his business,he is indignant and angry. Although confrontational,Hartop is not cruel; he is just a frustrated,struggling, poor man trying to earn a living againstthe odds - and as such is deserving of our

MARK SCHEME –GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019sympathy.Shows clear and relevantevaluation: Evaluates clearly theeffect(s) on the reader Shows clear understandingof writer’s methods Selects a range of relevanttextual references Makes a clear and relevantresponse to the focus of thestatementThe writer tells us that Alice ‘accepted’ the journeyand the rain and her father’s words and that she‘walked without hurrying’, in spite of the wind andthe rain smashing her ‘full in the face’ and the vanbeing driven off. The writer’s portrayal of Alice here,and the use of such violent verbs to convey theattacking weather, suggests that she is used to theharshness of life and to her father’s ways and thatshe has learned to live with them. Hartop seemsmore cruel and hard on her when he over-reacts toher saying ‘Only a bunch of chrysanthemums’. Theuse of direct speech, and the fact that he ‘raised hisvoice’, is effective in creating sympathy for her inthe reader. We can imagine him putting his faceright up to hers and shouting, so that she just‘walked away and vanished’ without understandingwhy he was so angry.Shows some attempts atevaluation: Makes some evaluativecomment(s) on effect(s)6-10 markson the reader Shows someunderstanding of writer’smethods Selects some appropriatetextual reference(s) Makes some response tothe focus of the statementMaking Alice get out of the van in the wind and rainand darkness to find what fell off the roof seems acruel thing to do but she doesn’t seem to mindmuch because she says ‘she seemed to accept thejourney as she accepted the rain’. However, I thinkher father is hard on her because he makes herwalk all the way back with the flowers and thenshouts at her. I don’t feel any sympathy withHartop, only with Alice, especially when the writersays that the wind and rain ‘seemed to veer andsmash her in the face’, which sounds like theweather is hitting her.Level 3Clear,relevantevaluation11-15marksLevel 2Some,evaluationLevel 1Simple,limitedcomment1-5 marksLevel 0No marks15Shows simple, limitedevaluation: Makes simple, limitedevaluative comment(s) oneffect(s) on reader Shows limitedunderstanding of writer’smethods Selects simple, limitedtextual reference(s) Makes a simple, limitedresponse to the focus ofthe statementNothing to reward.I think Hartop is cruel to Alice because she is only ayoung girl and he makes her go out in the dark andrain to find the flowers, and then shouts at her whenshe brings them back. I feel sorry for her because itsays the wind ‘seemed to veer and smash her, withthe rain, full in the face’, which makes it sound likeshe had a horrible time.

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019Note: Reference to the writer’s methods may be implicit without specific mention of the writer.Similarly, the evaluative ‘I do/I don’t agree’ may be implicit.In both these cases credit should be given according to the quality of what is written.AO4 content may include the evaluation of ideas such as: Alice’s acceptance of her father’s harsh behaviour to suggest it is a normal part of her life Alice’s onslaught from the weather as well as Hartop use of violent verbs such as ‘smash’ to describe the rain attacking Alice and create sympathy forher the differing importance of the chrysanthemums to Alice and her father the role of Alice’s mother in the family dynamics use of direct speech to convey the misunderstanding between Hartop and Alice, possibly assymptomatic of the father/daughter relationship16

MARK SCHEME –GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019Your school or college is asking students to contribute some creative writing for itswebsite.Either:Describe a market place as suggested by this picture: (painting of busy market)orWrite a story with the title ‘Abandoned’.(24 marks for content and organisation and16 marks for technical accuracy)[40 marks]AO5 Content and OrganisationCommunicate clearly, effectively and imaginatively, selecting and adapting tone, style and registerfor different forms, purposes and audiences.Organise information and ideas, using structural and grammatical features to support coherenceand cohesion of texts.LevelLevel 4Skills descriptorsUpperLevel 419-24 ontent Communication is convincing and compelling Tone, style and register are assuredly matched to purpose andaudience Extensive and ambitious vocabulary with sustained crafting oflinguistic devicesOrganisation Varied and inventive use of structural features Writing is compelling, incorporating a range of convincing andcomplex ideas Fluently linked paragraphs with seamlessly integrateddiscourse markersLowerLevel 419-21marksContent Communication is convincing Tone, style and register are convincingly matched to purposeand audience Extensive vocabulary with conscious crafting of linguisticdevicesOrganisation Varied and effective structural features Writing is highly engaging with a range of developed complexideas Consistently coherent use of paragraphs with integrateddiscourse markers17

MARK SCHEME –GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019Level 3UpperLevel 313-18 t Communication is consistently clear Tone, style and register are clearly and consistently matched topurpose and audience Increasingly sophisticated vocabulary and phrasing, chosen foreffect with a range of successful linguistic devicesOrganisation Effective use of structural features Writing is engaging, using a range o

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2019 2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standard

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