GCSE ENGLISH LANGUAGE (8700)

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SPECIMEN MATERIAL 3GCSEENGLISH LANGUAGE(8700)Paper 2 Writers’ viewpoints and perspectivesMark Scheme8700Version 2.1

2MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 2Mark schemes are prepared by 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. Assumptionsabout future mark schemes on the basis of one year’s document should be avoided; whilst theguiding principles of assessment remain constant, details will change, depending on the contentof a particular examination paper.Copyright 2015 AQA and its licensors. All rights reserved.AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material fromthis booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges tophotocopy any material that is acknowledged to a third party even for internal use within the centre.

3MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 2Marking methodsIn fairness to students, all teachers must use the same marking methods. The following advicemay seem obvious, but all teachers must follow it as closely as possible.1.2.3.4.Refer constantly to the mark scheme throughout marking.Always credit accurate, relevant and appropriate answers which are not given in themark scheme.Use the full range of marks. Don’t hesitate to give full marks when the answer meritsthem.The key to good and fair marking is consistency. Do not change your standard ofmarking.

4MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 2INTRODUCTIONThe 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 should begiven credit.Where literary or linguistic terms appear in the Mark Scheme, they do so generally for the sakeof brevity. Knowledge of such terms, other than those given in the specification, is not required.However, when determining the level of response for a particular answer, examiners shouldtake into account any instances where the student uses these terms effectively to aid the clarityand precision of the argument.Level of response marking instructionsLevel of response mark schemes are broken down into four levels. There are two, three, four,five or six marks in each level; dependent upon question.Please note: The sample responses in each Indicative Standard/Content Descriptorcolumn are not intended to be complete, full or model answers. Instead, they are thereas a guide, to provide you with part of an answer, an indicative extract of a response atthe required level. If a student was to continue to develop a response at that standard,they would gain a mark at that level.Step 1 Determine a levelStart at the lowest level of the mark scheme and use it as a ladder to see whether the answermeets the descriptor for that level. The descriptor for the level indicates the different qualitiesthat might be seen in the student’s answer for that level. If it meets the lowest level then go tothe next one and decide if it meets this level, and so on, until you have a match between thelevel descriptor and the answer. With practice and familiarity you will find that for betteranswers you will be able to quickly skip through the lower levels of the mark scheme.Step 2 Determine a markOnce you have assigned a level you need to decide on the mark. You may well need to readback through the answer as you apply the mark scheme to clarify points and assure yourselfthat the level and the mark are appropriate.The Skills Descriptors column indicates the different skills that students need to demonstrate intheir answer for that level. To achieve full marks in a level, students should meet all of the skillsdescriptors in that level. Students achieving marks at the bottom of a level will ideally have metall skills descriptors of the previous level and at least one of the skills descriptors in that level.An answer which contains nothing of relevance to the question must be awarded no marks.

5MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 2SECTION A: READING – Assessment ObjectivesAO1 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 textualreferences.SECTION B: WRITING – Assessment ObjectivesAO5AO6 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).

6AssessmentObjectiveMARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 2Section AAO1 AO2 AO3 AO4n/aSection BAO5 AO6

7 MARK SCHEME – GCSE ENGLISHLANGUAGE – PAPER 2Section A: Reading0 1Read again the first part of source A, lines 1 to 21.Choose four statements below which are TRUE. ABCDEFGHShade the boxes of the ones that you think are trueChoose a maximum of four statements.Aberfan was a well-known place in Wales.The village did not have a chapel or a pub.Pit waste had been building up for at least 100 years.Village life centred around the coal pit.Mining was a new and thriving industry.Life for miners and their families was tough.There wasn’t much good news in Aberfan.The men lived long and healthy lives.AO1[4 marks] Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts.This assesses the first bullet point: identify and interpret explicit and implicitinformation and ideas.ABCDEFGHAberfan was a well-known place in Wales. (F)The village did not have a chapel or a pub. (F)Pit waste had been building up for at least 100 years. (T)Village life centred around the coal pit. (T)Mining was a new and thriving industry. (F)Life for miners and their families was tough. (T)There wasn’t much good news in Aberfan. (T)The men lived long and healthy lives. (F)

LANGUAGE – PAPER 20 28 MARK SCHEME – GCSE ENGLISHYou need to refer to source A and source B for this question:Both sources give details about the places where the events occur.Use details from both sources to write a summary of the differences betweenAberfan and London.[8 marks]AO1 Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different textsThis assesses both bullet points.LevelLevel 4Perceptive,summary7-8 marksSkills DescriptorsShows perceptivesynthesis andinterpretation of both texts: Makes perceptiveinferences from bothtexts Makes judiciousreferences/use oftextual detail relevantto the focus of thequestion Statements showperceptive differencesbetween textsHow to arrive at amarkIndicative StandardAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.Aberfan is a small village that‘few people have heard of’. It is‘tucked away’ in a Welsh valley.This suggests that it is almosthidden from view and wouldhave been similarly forgotten inhistory had it not been for thetragedy. In contrast, London isdescribed as a ‘colossal city’. Itimplies it is huge and filled withactivity. A place that is so largethat it should be safe from anatural disaster like anearthquake. Whilst both alsohave rivers running throughthem, in Aberfan it is ‘black asthe Styx’ which differs fromLondon with its ‘great river’. It isimplied that in Aberfan itsblackness comes from thenatural seeping coal, but withLondon, it is ‘muddy and dull’because of man-made wastefrom the many warehousesalong its length.At the bottom of thelevel, a student willhave Level 3 and atleast one of the skillsdescriptors.Level 3Clear,relevantsummaryShows clear synthesis andinterpretation of both texts: Makes clearinferences from bothtextsAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.This indicative standard is not amodel answer, or a completeresponse. Nor does it seek toexemplify any particular content.Rather it is an indication of thestandard for the level.Aberfan is a small village. At its‘heart was the coal pit’ and itseems like a harsh place to liveand work. The railway tracksare ‘decaying’ and there is

LANGUAGE – PAPER 25-6 marks Selects clearreferences/textualdetail relevant to thefocus of the questionStatements show cleardifferences betweentextsAt the bottom of thelevel, a student willhave Level 2 and atleast one of the skillsdescriptors.Level 2Some,attempts atsummary3-4 marksLevel 1Simple,limitedsummary1-2 marksLevel 0No marksShows some interpretationfrom one/both texts: Attempts someinference(s) fromone/both texts Selects someappropriatereferences/textualdetail from one/bothtexts Statements showsome difference(s)between textsAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.Shows simple awarenessfrom one/both texts: Offers paraphraserather than inference Makes simplereference/textualdetails from one/bothtexts Statements showsimple differencebetween textsAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.At the bottom of thelevel, a student willhave Level 1 and atleast one of the skillsdescriptors.9 MARK SCHEME – GCSE ENGLISH‘grime over roofs and gardens’.On the other hand, London is a‘colossal city’ and has a ‘greatriver’ so it seems more vibrant. Itseems fair to imply that Londonis noisy, with trains at ‘fullspeed’ and the constant ‘rumble’of industrial activity. It differs notjust in size but in what it wouldbe like to live there. Theimpression being that, despiteall its noise and ‘fog’ it is lessharsh than Aberfan, not leastbecause of its ‘well built’houses.Aberfan is a small village that‘few people have heard of’which suggests it is in themiddle of nowhere whereasLondon is bigger with ‘vastwarehouses’ and trains rushingpast which suggests it is busierand noisier.Aberfan is a small village inWales where men work in a pit.London is a rainy colossal city. Itis much bigger than Aberfan.At the bottom of thelevel, a student willhave at least one ofthe skills descriptors.Students in this band will not have offered any differencesNothing to rewardAO1 content may include ideas such as: how serious the events were what consequences there were for those involved whether the causes were natural or man-made who was affected and how many there were when the events took place.

LANGUAGE – PAPER 20 310 MARK SCHEME – GCSE ENGLISHYou now need to refer only to source A, lines 27 to 40.How does the writer use language to describe the coal tips?[12 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 FormsLevelLevel 4Detailed,perceptiveanalysis10-12 marksSkills DescriptorsShows detailed andperceptiveunderstanding oflanguage: Analyses theeffects of thewriter’s choicesof language Selects ajudicious rangeof textual detail Makessophisticatedand accurate useof subjectterminologyHow to arrive at amarkIndicative StandardAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.The writer uses language todescribe the coal tips as dark,dangerous and sinister for thereader and in doing so makeseffective use of personification tosingle out coal tip number 7 as a‘killer with a rotten heart’. Here,the emotive adjective ‘rotten’creates the impression of amalevolent being. This is because‘rotten’ can have severalconnotations, but all of them arenegative. For example, it makes alink for the reader with decay,death, but just as importantly, issuggestive of evil intent. It is as ifit sets out to deliberately kill thechildren. This is further added toby a verb phrase ‘inchingominously’ which suggests ongoing movement, slow,imperceptible but inevitable andthe adverb, ‘ominously’ forewarnsof the disaster to come. The writerappears to draw on conventionsof the horror genre to pull thereader into his account – it has aclear villain and set of victims.At the bottom of thelevel, a student willhave Level 3 and atleast one of the skillsdescriptors.This indicative standard is not amodel answer, or a completeresponse. Nor does it seek toexemplify any particular content.Rather it is an indication of thestandard for the level.

LANGUAGE – PAPER 2Level 3Clear,relevantexplanation7-9 marksLevel 2Some,understanding andcomment4-6 marksLevel 1Simple,limitedcomment1-3 marksShows clearunderstanding oflanguage: Explains clearlythe effects of thewriter’s choicesof language Selects a rangeof relevanttextual detail Makes clear andaccurate use ofsubjectterminologyAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.Shows someunderstanding oflanguage: Attempts tocomment on theeffect oflanguage Selects someappropriatetextual detail Makes some useof subjectterminology,mainlyappropriatelyAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.Shows simpleawareness oflanguage: Offers simplecomment on theeffects oflanguage Selects simplereferences ortextual details Makes simpleuse of subjectterminology, notalwaysappropriatelyAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.At the bottom of thelevel, a student willhave Level 2 and atleast one of the skillsdescriptors.11 MARK SCHEME – GCSE ENGLISHThe writer personifies the tip as a‘killer’ which implies that it is adark and threatening figure. Thisimpression is added to when heuses an adjective to describe its‘rotten heart’. Importantly, ‘rotten’makes a connection for thereader between the decay of thevillage and its build-up of waste inthe coal tips, and a link withdeath. When the writer proceedsto describe the tip as ‘inchingominously’, his choice of verbcaptures its slow movement – thatit was moving without beingnoticed with the word ‘ominously’further implying that suchmovement was always going tolead to tragedy and couldn’t bestopped.The writer uses personificationwhen he describes the coal tip asa ‘killer with a rotten heart’. Thismakes the reader feel that the tipis like a murderer that is creepingup on the children in the school.At the bottom of thelevel, a student willhave Level 1 and atleast one of the skillsdescriptors.At the bottom of thelevel, a student willhave at least one ofthe skills descriptors.The writer uses the word ‘killer’ todescribe coal tip number 7. It isan example of personification andmakes the reader think that the tipis like a person.

LANGUAGE – PAPER 2Level 0No marksNo comments offered on the use of languageNothing to rewardAO2 content may include the effect of ideas such as: use of description to set scene and mood role of adjectives to infer danger role of verbs to describe sinister movement use of alliteration and personification to portray danger.12 MARK SCHEME – GCSE ENGLISH

LANGUAGE – PAPER 20 413 MARK SCHEME – GCSE ENGLISHFor this question, you need to refer to the whole of source A together with thewhole of source B.Compare how the writers convey their different ideas and perspectives of theevents that they describe.In your answer, you could: compare their different ideas and perspectivescompare the methods they use to convey their ideas and perspectivessupport your response with references to both texts.[16 marks]AO3Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or moretextsLevelSkills DescriptorsLevel 4 Perceptive,detailed 13-16marks Compares ideasand perspectives ina perceptive wayAnalyses howwriters’ methodsare usedSelects a range ofjudicious supportingdetail from bothtextsShows a detailedunderstanding ofthe different ideasand perspectives inboth textsHow to arrive at amarkIndicative StandardAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.The writer of source A seemsdispassionate at first as he paintsthe picture of gloomy, isolatedAberfan as it lies ‘tucked away’from sight and mind. The verb‘tucked’ is more usually associatedwith being tucked up in bed andtends to have more positiveconnotations of safety and warmth.But here, the writer uses itdifferently, perhaps to implycomplacency. He reinforces thisview when he creates the sense ofa malevolent ‘killer’ stalking itsvictims. He sees this disaster as‘cruel’ and a ‘shame’ on ‘God andman’. This time, the emotiveconnotations of shame link withGod to suggest a biblicalconnection as with the shaming ofsinners. In contrast, the writer ofSource B mocks the idea of theearthquake, which seems so minorit was hardly noticed in London.One method he uses isexaggeration where he describesthe incident out of all proportion,This indicative standard is not amodel answer, or a completeresponse. Nor does it seek toexemplify any particular content.Rather it is an indication of thestandard for the level.

LANGUAGE – PAPER 2At the bottom of thelevel, a student willhave Level 3 and atleast one of the skillsdescriptors.Level 3Clear,relevant9-12 marks Compares ideasand perspectives ina clear and relevantwayExplains clearlyhow writers’methods are usedSelects relevantdetail to supportfrom both textsShows a clearunderstanding ofthe different ideasand perspectives inboth textsAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.At the bottom of thelevel, a student willhave Level 2 and atleast one of the skillsdescriptors.Level 2 Some,attempts 5-8 marks Attempts tocompare ideas andperspectivesMakes somecomment on howwriters’ methodsare usedSelects someAt the top of thelevel, a student’sresponse will meetall of the skillsdescriptors.14 MARK SCHEME – GCSE ENGLISHwith the Midlands for example,where it merely ‘broke crockery’.The reference to broken crockery ishardly momentous yet through it,the writer cleverly understates thethreat at this point, something heescalates later in his report whenhe asks the rhetorical question:‘who can say what strange trial may await us?’ Here the referenceto ‘trial’ reveals the writer’s view ofthe potential dangers a futureearthquake might bring. Just as adefendant is put on trial for life, sohe seems to imply that next time asimilar earthquake might lead toloss of lives and so should betaken more seriously.In source A, the writer is concernedthat the disaster is shocking andshould not have happened in thefirst place. He describes the villageas a dangerous place to live andwork and makes the point aboutthe tips ‘Almost everyone has seen danger in them, but mostlythey are endured as a fact of life’.His choice of the word ‘endured’implies that its people have put upwith a lot of hardship and arebrave, but shouldn’t have had toface the tragedy of the landslide.However the writer in source B isworried about more seriousearthquakes happening in thefuture. He engages the readermore with rhetorical questionswhen he asks: ‘who can say whatstrange trial may await us?’Here the reference to ‘trial’reinforces the idea of hardshipsand dangers which may continuewith future earthquakes.In source A, the writer is shockedand saddened by what happened.He describes the events as a‘disaster’ and gives the impressionthat the village is a dark anddangerous place. In comparison, insource B the writer is worried aboutmore serious earthquakes

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8 MARK SCHEME –GCSE ENGLISH LANGUAGE – PAPER 2 You need to refer to source A and source B for this question: Both sources give details about the places where the events occur. Use details from both sources to write a summary of the differences between Aberfan and London.

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