Gcse Ms English Nov08 e

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GENERAL CERTIFICATE OF SECONDARY EDUCATION TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD

MARKING SCHEME

ENGLISH

NOVEMBER 2008

INTRODUCTION The marking schemes which follow were those used by the WJEC for the November 2008 examination in GCSE ENGLISH. They were finalised after detailed discussion at examiners' conferences by all the examiners involved in the assessment. The conferences were held shortly after the papers were taken so that reference could be made to the full range of candidates' responses, with photocopied scripts forming the basis of discussion. The aim of the conferences was to ensure that the marking schemes were interpreted and applied in the same way by all examiners. It is hoped that this information will be of assistance to centres but it is recognised at the same time that, without the benefit of participation in the examiners' conferences, teachers may have different views on certain matters of detail or interpretation. The WJEC regrets that it cannot enter into any discussion or correspondence about these marking schemes.

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ENGLISH NOVEMBER 2008 MARKING GUIDELINES HIGHER TIER PAPER 1

Examiners' Conference The Examiners' Conference will be held on Saturday, 8th November at the Copthorne Hotel, Culverhouse Cross, Cardiff. (Tel: 029 2059 9100) from 9.00 a.m.- 3.00 p.m. The first priority is for you to become thoroughly familiar with the material on which the question paper is based. Secondly you should look closely at a number of your scripts to form an idea of the range of responses. Recording Marks All marking must be in red. There must be evidence of marking on every page used by a candidate; for example, it must be clear to a checker that you have read the final two sentences on the back of a script. The total mark for Section A (/40) and B (/40) will be ringed in the right hand margin and transferred to the front page clearly indicated (e.g. A - 15, B - 30). Please note that the 'split' marks required for B1 and B2 should not be recorded in the margin but in the body of the script (see p.7). It is of the utmost importance that you record and add marks for Section A correctly. One of the most common sources of error is simply not recording the score once a question has been marked. For this reason it is advisable to develop the habit of always entering the mark gained, even if the candidate has effectively "missed" the question, so that the checker knows how many sub-totals to look for. The only exception to this should be very poor scripts where the candidate ignores several questions. For some questions ticks at the point at which the mark is gained will be sufficient evidence of your assessment, and these can simply be totalled. Elsewhere, ticks, underlinings and comments should show how you have judged the quality of an answer. All comments will be based on the criteria established by the C.E. for the examination. If for any reason you have particular problems in marking a script (e.g. unlikely interpretation, handwriting) you should contact your Team Leader directly to decide how to proceed. If s/he thinks it appropriate, please send the script to Hugh Lester explaining clearly the nature of the difficulty. Please make a note on the script packet explaining what you have done (e.g.‘‘Cand 0007 sent to H.L. (refer to C.E.)’’). Timetable for marking 10 specimen scripts (covering a range of ability) must be sent to your Team Leader as soon as possible after the Conference. A note of the examination numbers of these candidates and marks given must be kept. The last dispatch of scripts must be made by Monday, 1st December 2008.

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General The mark scheme is not intended to put a barrier between candidates' responses and your responses to their responses. The success of the marking will depend on your sensitive reading of texts in Section A and your professional judgement of candidates' answers. The mark scheme offers some examples and tentative suggestions but does not provide a set of correct responses. It usually points to levels of achievement expected. The paper (one hopes) will allow all candidates who have been properly entered for this examination to show what they know, understand and can do. What follows are only best guesses about how the paper will work out, and are subject to revision after we have looked at as many scripts as possible before and during the Conference. Mark/Grade Scale For the Higher Tier Paper 1 we aim to establish the following relationship between marks and grades. N.B. This tier will lead to awards from grades A* - D; the scale allows for performances which fall below this on occasion. For all sections/questions, Grade C represents half of the available marks. GRADE Qs A1-4 Qs. B1 & B2 GRADE SECTION PAPER

/10 /20 /40 /80 U/F 0 - 1 0 - 4 U/F 0 - 9 0 - 19

E 10 - 14 20 - 29 E/D 2 - 4 5 - 9 D 15 - 19 30 - 39

C 20 - 24 40 - 49 C/B 5 - 7 10 - 14 B 25 - 29 50 - 59

A 30 - 34 60 - 69 A/A* 8 - 10 15 - 20 A* 35 - 40 70 - 80

It is important to remember that a candidate's overall grade will be the result of a large number of aggregations: unless positive achievement is rewarded where it is shown, as indicated in the mark scheme, our overall expectations in terms of grade boundaries will prove unrealistic. In both section, and for the paper as a whole, the aggregation of marks must be reviewed to check that the overall mark out of 80 places the candidate at the appropriate grade. In practice you may find it helpful to use the larger grid which is provided separately.

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SECTION A (40 marks) A1. Look at lines 1-17

What do you learn about Buddy and Hazel and the relationship between them in these lines? [10]

This question tests the ability to read with insight and engagement, to make appropriate references to texts and to sustain an interpretation.

0 marks: nothing attempted

Give 1 mark to those who make simple comments with occasional reference to the text, or copy unselectively.

Give 2-4 marks (grades E/D), according to quality, to those who make simple comments based on surface features of the text and/or show awareness of more obvious implicit meanings.

Give 5-7 marks (grades C/B), according to quality, to those who make valid, sensible comments based on a range of appropriate evidence from the text. These answers should be at least beginning to explore the relationship between the characters.

Give 8-10 marks (grades A/A*), according to quality, to those who reach a detailed and well-considered interpretation based on analysis and exploration of the text. These answers should show insight into the relationship between the characters.

Some points:

• Buddy is a lot older than Hazel • He left school early and works in a garage • He has his own car, which is his pride and joy (spotlessly clean) • He smokes and drinks beer, but only drinks when he is with other boys • He makes Hazel nervous because she doesn’t know how to talk to him • Their phone conversations are full of pauses and monosyllables • Buddy finds it difficult to converse with Hazel • Their conversations are long but shapeless • Hazel was too young to know how to manipulate men (lies/leading questions) • She said nothing, mostly • Buddy didn’t seem to mind at all • Hazel does not show off her intelligence • She admits that Buddy would not have minded • He assumed girls were clever and might have like a ‘controlled display’ of it • Hazel does not know what he wants or why he goes out with her • It is possibly because she was there

Some inferences:

• Buddy shows some respect or consideration for Hazel • The relationship is rather awkward • They seem an unlikely couple • They find it difficult to communicate • They both seem to want to be with someone • Hazel is more intelligent and reflective • Buddy is undemanding and easy-going

This is not a checklist and the answers should be marked in levels of response. Reward valid alternatives.

Remember 5 is a grade C.

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A2. Look at lines 18-34

What are the views of Hazel, her father and her mother about the relationship with Buddy? [10]




Give 2-4 marks (grades E/D), according to quality, to those who make simple comments based on surface features of the text and/or show awareness of more obvious implicit meanings.

Give 5-7 marks (grades C/B), according to quality, to those who reach a valid, sensible interpretation based on a range of appropriate evidence from the text.

Give 8-10 marks (grades A/A*), according to quality, to those who reach a detailed and well-considered interpretation based on analysis and exploration of the text.

Some points:

• Buddy's world is "less alterable" (he is what he is) • Hazel thinks Buddy is ‘cute’ and that counts for a lot, although he is not a ‘dream’ • she is now ‘normal’ and she seems to like that • she is included in girls’ conversations • she is teased • she doesn’t like having to be in by eleven • her father does not object to the idea of Hazel having a boyfriend (but he

demands promptness) • he doesn’t want Buddy hanging around when he brings her home (he is not the

worst) • Hazel doesn’t accept her father’s argument • her mother is concerned about ‘cars and accidents’ (hidden agenda) • Hazel understands her mother’s concerns • she doesn’t really see any problem • both parents are fairly tolerant but protective and concerned



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How does the writer suggest that this relationship is not going to last? [10]

This question tests the ability to read with insight and engagement, to make appropriate references to texts and to sustain an interpretation. It also tests understanding of linguistic and structural devices.


Give 1 mark to those who make simple comments with occasional reference to the text, or copy unselectively. These answers will struggle to engage with the text and/or the question.

Give 2-4 marks (grades E/D), according to quality, to those who make simple comments based on surface features of the text, and/or show awareness of more straightforward implicit meaning. Better answers will make some attempt to address the issue of ‘how’.

Give 5-7 marks (grades C/B), according to quality, to those who select and begin to analyse appropriate material from the text. These answers should engage with the issue of ‘how’, even if they do rely on some narrative or spotting of key quotations.

Give 8-10 marks (grades A/A*), according to quality, to those who select and explore appropriate material from the text, showing insight into technique and use of language. These answers should have clarity and coherence and should show insight into the subtleties of the relationship.

Analysis of ‘how’ is partly a matter of content and partly a matter of style.

Some points that candidates may explore: • she goes away for the summer • she is ‘vague’ about where she is going • she still finds it difficult to be completely open with Buddy • he arrives ‘unannounced’ and she is ‘almost horrified’ • she is embarrassed by the house/he gives nothing away • Buddy is awkward when he wants to give her the bracelet • he looks at her in an ‘odd way’ • he seems to be finding it hard to make his mind up • his eyes look different as if he is frightened • her reaction is cool, ‘as if admiring it’ • she feels Buddy now ‘has something ‘ on her • she seems less than thrilled to be expected to ‘keep’ and ‘watch over’ his identity • she is even less thrilled to be a possession (language suggests how she feels

about this) • she removes the bracelet and hides it • she is ‘embarrassed’ by it, although she persuades herself otherwise



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What are your thoughts and feelings as you read these lines? [10]

This question tests knowledge and use of text and inference/ interpretation. It also tests appreciation of language and structure.

0 marks: nothing attempted or fails to engage with the question and/or the text.


Give 2-4 marks (grades E/D), according to quality, to those who make simple comments based on surface features of the text or show some awareness of implicit meaning. Most answers will probably give a simple response with some reference to 'what happens'. Better answers should attempt to link a personal response to the text.

Give 5-7 marks (grades C/B), according to quality, to those who make a sensible, personal response based on appropriate evidence from the text.

Give 8-10 marks (grades A/A*), according to quality, to those who make a well-considered personal response based on analysis of the text. These answers should be thorough as well as perceptive.

Some points:

• the end of the affair is perhaps predictable, or maybe regrettable • Hazel seems to act reasonably and rationally in postponing the date • Buddy accuses her of ‘making excuses’ (unfair) • he makes the hurricane a test of her feelings for him/emotional blackmail • she uses her father's argument (Dad more influential than Buddy?) • he uses the word ‘love’ for the first time and Hazel is ‘shocked’ • she calls him ‘stupid’ and he hangs up on her • she misses him but is relieved it is over • she feels she has escaped a ‘major calamity’ • Buddy never speaks to her again • he is spiteful in what he says about her

There is room for a range of responses to both characters and to the end of the relationship. Reward answers which explore the text to reach a coherent personal response.


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SECTION B (40 marks)

GRADE DESCRIPTORS (QUESTIONS B1 AND B2)

The following descriptors have to be applied using the notion of 'best-fit' and there is no intention to create a hierarchy of writing styles or content. The candidates themselves set the level of difficulty in terms of the choice of content, form and structure as well as in use of language. Successful execution must be considered in relation to ambition of approach, and examiners must be alert to individual interpretations and judge them on their writing merits. We cannot be too rigid in our suggestions about the length of answers, but responses which are very short will be self-penalising. Be prepared for the unexpected approach. N.B. This tier will lead to awards from Grades A* - D; the scale allows for performances which fall below this on occasion. The Grade C boundary represents half marks. For each of B1 and B2 you will be awarding two marks: • content and organisation (13 marks) • sentence structure, punctuation, spelling (7 marks) These marks must be recorded at the end of each response in the body of the script, not in the margin. The total mark for each of B1 and B2 (out of 20) should be recorded in the right hand margin and the total for section B (out of 40) ringed and then transferred to the front cover.

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B1. Describe the scene at a primary school sports day. [20] The purpose of this task is to test writing to inform, explain, describe. Content and organisation (13 marks) 0 marks: nothing written Band 1 1-3 marks • there is some relevant content despite uneven coverage, e.g. in descriptive writing there

is a basic sense of place or atmosphere • some features of organisation or form are appropriate • paragraphs may be used to show obvious divisions and to group ideas into some order

and sequence • there is some appropriate selection of detail but often at a general level • there is a limited range of vocabulary with little variation of word choice for meaning or

effect Band 2 4-6 marks • content is relevant and attempts to interest the reader • the writing is mostly organised in an appropriate form • paragraphs are logically ordered and sequenced • there is some attempt to focus on detail – moving from the general to the particular • there is some range of vocabulary, occasionally selected to create effect or to convey

precise meaning Band 3 7-9 marks • the content is relevant and coherent and engages and sustains the reader's interest • the writing is organised in an appropriate form • paragraphs are used consciously to structure the writing • detailed content is well-organised within and between paragraphs • there is a range of vocabulary selected to create effect or convey precise meaning Band 4 10-13 marks • content is well-judged, sustained and pertinent, firmly engaging the reader's interest • the writing is well-crafted in an appropriate form with distinctive structural or stylistic

features • paragraphs are effectively varied in length and structure to control detail and progression • there is a sophisticated organisation of detailed content within and between paragraphs • a wide range of appropriate, ambitious vocabulary is used to create effect or convey

precise meaning

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Sentence structure, punctuation and spelling (7 marks) Band 1 1 mark • sentences are mostly simple or compound • compound sentences are linked or sequenced by conjunctions such as 'and' or 'so' • punctuation (full stops, commas, capital letters to demarcate sentences) is attempted

where appropriate and with some accuracy • the spelling of simple words is usually accurate • control of tense and agreement is uneven Band 2 2-3 marks • sentences are varied and both compound and complex sentences are used • there is use of some subordination to achieve clarity and economy • some control of a range of punctuation, including the punctuation of direct speech • the spelling of simple and polysyllabic words is usually accurate • control of tense and agreement is generally secure Band 3 4-5 marks • a range of grammatical structures is used to vary the length and focus of sentences • simple, compound and complex sentences are used to achieve particular effects • a range of punctuation is used accurately to structure sentences and texts, sometimes to

create deliberate effects, including parenthetic commas • most spelling, including that of irregular words, is usually correct • control of tense and agreement is secure Band 4 6-7 marks • there is appropriate and effective variation of sentence structures • there is a sophisticated use of simple, compound and complex sentences to achieve

particular effects • accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and create

deliberate effects • virtually all spelling, including that of complex irregular words, is correct • tense changes are used confidently and purposefully

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Additional task - specific guidance Good answers may include some of the following features:

• a clear and coherent perspective (perhaps as a spectator, an official or someone playing but third-person is the best option)

• a logical structure, observing from a fixed point or across a short period of time • an evident sense of cohesion with material linked effectively to create overview of the

scene • a range of appropriate and well-selected physical details (the weather, the stadium

and so on) • close and well-selected observation of the people in the scene (players, officials and

spectators), their appearance and behaviour and the interaction between them (for example, couples, individuals, and the other people who enliven the scene)

• use of the senses to convey the sights but also the sounds, smell and atmosphere • close observation of body language and the emotions of people • skilful use of snatches of dialogue to establish atmosphere and a sense of character • some development of reflections on what is observed or experienced by the narrator • positioning and establishing a relationship with the reader via devices such as

asides, statements, questions, humour, active or passive voice • ability to move from the general to the particular, observing details precisely and

individually (such as facial expressions or physical objects) Less successful answers may be characterised by some of the following features:

• uncertain sense of purpose and perspective (for example, a tendency to slip into narrative, particularly first-person, or the writer spends too long describing the journey to the event and fails to arrive there)

• less secure control of structure and uncertain or even random sequencing (for example, an uneasy sense of chronology)

• a tendency for details to be handled in isolation with limited sense of linking or cohesion

• physical details described in a generalised, formulaic manner with little development (for example, a single sentence for each topic such as Everyone is happy or Everyone is waiting for the referee’s decision)

• general rather than specific description of people and a tendency to use unconvincing stereotypes (for example, all people looking bored, all players feeling hot and flustered)

• limited range of description (for example, no differentiation between people or physical details)

• some attempt to use sense impressions but in a formulaic manner ( the scene looked colourful)

• limited or inappropriate use of dialogue • little reflection or development of what is observed (for example, a single sentence

such as You see people talking to their neighbours with little or no development) • very limited awareness of the reader (for example, little use of devices such as

asides, or rhetorical questions) • a tendency for the description to stay at the level of the general and lack close,

individual detail (for example, everyone is tired)

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BLANK PAGE

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B2. Choice of narrative writing task. (See question paper) [20] The purpose of this task is to test writing to explore, imagine, entertain. Content and organisation (13 marks) 0 marks: nothing written Band 1 1-3 marks • basic sense of plot and characterisation • simple chronological writing predominates • narratives may have a beginning and an ending but content is likely to be undeveloped • paragraphs may be used to show obvious divisions and to group ideas into some order

and sequence • limited range of vocabulary is used with little variation of word choice for meaning or effect Band 2 4-6 marks • some control of plot and characterisation (e.g. perspective is maintained) • narrative is beginning to show evidence of some conscious construction (e.g. some

appropriate use of dialogue; topic sentences are supported by relevant detail) • there is an appropriate beginning and an apt conclusion • narrative is developed to engage the reader's interest • paragraphs are logically ordered and sequenced • there is some range of vocabulary, occasionally selected to create effect or to convey

precise meaning Band 3 7-9 marks • overall the writing is controlled and coherent • plot and characterisation are convincingly sustained (e.g. dialogue helps to develop

character) • narrative is organised and sequenced purposefully • narrative has shape, pace and detail, engaging the reader's interest • detailed content is well organised within and between paragraphs • paragraphs of varied length are linked by text connectives and progression is clear • there is some use of devices to achieve particular effects • there is a range of vocabulary selected to create effect or to convey precise meaning Band 4 10-13 marks • the writing is developed with originality and imagination • plot and characterisation are effectively constructed and sustained • material is selected and prioritised to maintain interest • narrative is purposefully organised and sequenced and well paced • paragraphs are effectively varied in length and structure to control detail and progression • cohesion is reinforced by the use of text connectives and other linking devices • devices to achieve particular effects are used consciously and effectively • a wide range of appropriate, ambitious vocabulary is used to create effect or convey precise

meaning

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Sentence structure, punctuation and spelling (7 marks) Band 1 1 mark • sentences are mostly simple or compound • compound sentences are linked or sequenced by conjunctions such as 'and' or 'so' • punctuation (full stops, commas, capital letters to demarcate sentences) is attempted

where appropriate and with some accuracy • the spelling of simple words is usually accurate • control of tense and agreement is uneven Band 2 2-3 marks • sentences are varied and both compound and complex sentences are used • there is use of some subordination to achieve clarity and economy • some control of a range of punctuation, including the punctuation of direct speech • the spelling of simple and polysyllabic words is usually accurate • control of tense and agreement is generally secure Band 3 4-5 marks • a range of grammatical structures is used to vary the length and focus of sentences • simple, compound and complex sentences are used to achieve particular effects • a range of punctuation is used accurately to structure sentences and texts, sometimes to

create deliberate effects, including parenthetic commas • most spelling, including that of irregular words, is usually correct • control of tense and agreement is secure Band 4 6-7 marks • there is appropriate and effective variation of sentence structures • there is a sophisticated use of simple, compound and complex sentences to achieve

particular effects • accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and create

deliberate effects • virtually all spelling, including that of complex irregular words, is correct • tense changes are used confidently and purposefully

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ENGLISH NOVEMBER 2008 MARKING GUIDELINES

HIGHER TIER PAPER 2 Examiners' Conference The Examiners Conference will be held on Saturday, 15th November at the Holiday Inn, Castle Street, Cardiff (Tel: 0870 4008140) from 9.00 a.m. - 3.00 p.m. The first priority is for you to become thoroughly familiar with the material on which the question paper is based. Secondly you should look closely at a number of your scripts to form an idea of the range of responses. Recording Marks All marking must be in red. There must be evidence of marking on every page used by a candidate; for example, it must be clear to a checker that you have read the final two sentences on the back of a script. The total mark for Section A (/40) and B (/40) will be ringed in the right hand margin and transferred to the front page clearly indicated (e.g. A - 15, B - 30). Please note that the 'split' marks required for B1 and B2 should not be recorded in the margin but in the body of the script (see p.9). It is of the utmost importance that you record and add marks for Section A correctly. One of the most common sources of error is simply not recording the score once a question has been marked. For this reason it is advisable to develop the habit of always entering the mark gained, even if the candidate has effectively "missed" the question, so that the checker knows how many sub-totals to look for. The only exception to this should be very poor scripts where the candidate ignores several questions. For some questions ticks at the point at which the mark is gained will be sufficient evidence of your assessment, and these can simply be totalled. Elsewhere, ticks, underlinings and comments should show how you have judged the quality of an answer. All comments will be based on the criteria established by the C.E. for the examination. If for any reason you have particular problems in marking a script (e.g. unlikely interpretation, handwriting) you should contact your Team Leader directly to decide how to proceed. If s/he thinks it appropriate, please send the script to Hugh Lester explaining clearly the nature of the difficulty. Please make a note on the script packet explaining what you have done (e.g.‘‘Cand 0007 sent to H.L. (refer to C.E.)’’). Timetable for marking 10 specimen scripts (covering a range of ability) must be sent to your Team Leader as soon as possible after the Conference. A note of the examination numbers of these candidates and marks given must be kept. The last dispatch of scripts must be made by Monday, 8th December 2008.

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General The mark scheme is not intended to put a barrier between candidates' responses and your responses to their responses. The success of the marking will depend on your sensitive reading of texts in Section A and your professional judgement of candidates' answers. The mark scheme offers some examples and tentative suggestions but does not provide a set of correct responses. It usually points to levels of achievement expected. The paper (one hopes) will allow all candidates who have been properly entered for this examination to show what they know, understand and can do. What follows are only best guesses about how the paper will work out, and are subject to revision after we have looked at as many scripts as possible before and during the Conference. Mark/Grade Scale For the Higher Tier Paper 2 we aim to establish the following relationship between marks and grades. N.B. This tier will lead to awards from grades A* - D; the scale allows for performances which fall below this on occasion. For all sections/questions, Grade C represents half of the available marks.

GRADE Qs A1-A4 Qs. B1 & B2 GRADE SECTION PAPER

/10 /20 /40 /80 U/F 0 - 1 0 - 4 U/F 0 - 9 0 - 19

E 10 - 14 20 - 29 E/D 2 - 4 5 - 9 D 15 - 19 30 - 39

C 20 - 24 40 - 49 C/B 5 - 7 10 - 14 B 25 - 29 50 - 59

A 30 - 34 60 - 69 A/A* 8 - 10 15 - 20 A* 35 - 40 70 - 80

It is important to remember that a candidate's overall grade will be the result of a large number of aggregations: unless positive achievement is rewarded where it is shown, as indicated in the mark scheme, our overall expectations in terms of grade boundaries will prove unrealistic. In both sections, and for the paper as a whole, the aggregation of marks must be reviewed to check that the overall mark out of 80 places the candidate at the appropriate grade. In practice you may find it helpful to use the larger grid which is provided separately.

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SECTION A (40 marks)

Look at the extract from the telephone interview given by James Cracknell on the opposite page. A1. What impressions does James Cracknell give of what it was like to take part in

the race? [10] This question tests the ability to read with insight and engagement, to make

appropriate references to texts and to sustain an interpretation.

0 marks: nothing attempted Give 1 mark to those who make simple comments with occasional reference to the

text, or copy unselectively. These answers will struggle to engage with the text and/or the question.

Give 2-4 marks (grades E/D), according to quality, to those who make simple

comments based on surface features of the text, and/or show awareness of more straightforward implicit meaning.

Give 5-7 marks (grades C/B), according to quality, to those who select appropriate

detail from the text to show understanding of the situation. These answers should be making inferences. Better answers should sustain a valid interpretation.

Give 8-10 marks (grades A/A*), according to quality, to those who explore

appropriate detail from the text with depth and insight. These answers should be thorough as well as perceptive, covering a range of points accurately and with an assured grasp of character.

Some points: • Progress could be very slow (it could be frustrating) • The weather could be terrible (hurricane) • It could be claustrophobic and confined (stuck in tiny cabin/like a car boot) • It was very hard physically (rowing for seven hours/challenging/a battle

against nature) • Food was in short supply • They were short of water too (both rationed) • It was lonely/isolated • Tensions grew between the men • It was mentally tough • It was boring • It was uncomfortable (sleep difficult and short/cramped/hot) • It was neither exciting nor glamorous (it was a hard slog) • A sense of achievement • Reliant on technology

All of these points can be supported by reference to the text.

NOT "dangerous”

This is not a checklist and the question should be marked in levels of response. Reward valid alternatives. Remember 5 is a grade C.

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Look at ‘Heart-throbs of the High Sea’ by Emma Cowing in the separate Resource Material. Look at the first column. A2. According to Emma Cowing, how do women react to Ben Fogle and James

Cracknell? [5]


0 marks: nothing attempted or fails to engage with the text and/or the question Give 1 mark to those who make simple comments with occasional reference to the text, or copy unselectively. Give 2-3 marks (grades D/C), according to quality, to those who make simple comments based on surface features of the text, and/or show awareness of more straightforward implicit meaning. Give 4-5 marks (grades B/A*), according to quality, to those who select appropriate detail from the text to identify a range of valid reactions. Better answers should be making sensible inferences. Some points that candidates may explore:

• One woman calls them ‘lovely boys’ • Her eyes are ‘riveted’ to Fogle and Cracknell • Another woman is ‘grumpy’ and disappointed because she did not get a kiss • Female staff are ‘excited’ and ‘gaze’ at them • They cause a ‘commotion’ (hysteria) • Ladies are said to ‘swoon’ when they walk into a room • Women apply their lipstick!

Inferences:

• Women are attracted to them/adore • They are the centre of attention (C/F) • They want to impress them

The question should be marked in levels of response. Reward valid alternatives. Remember 3 is a grade C.

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Look at the second column. A3. Explain why Fogle and Cracknell took part in the Atlantic race. [5]


0 marks: nothing attempted or fails to engage with the text and/or the question Give 1 mark to those who make simple comments with occasional reference to the text, or copy unselectively. Give 2-3 marks (grades D/C), according to quality, to those who make simple comments based on surface features of the text and/or show awareness of more obvious implicit meanings. Give 4-5 marks (grades B/A*), according to quality, to those who reach a valid, sensible interpretation based on a range of appropriate evidence from the text. Some points that candidates may explore:

Fogle: • He says it was ‘a buzz’ (an exciting challenge) • He wanted to be known as something more than a television presenter

change of • He wanted to prove there was more to him than ‘Cash in the Attic’ image Cracknell: • He enjoyed rowing/rowing a part of him/tough to stop sport • The idea ‘grew on him’ • He was ‘confused’ about his future career • He thought he could use the time away to make some decisions about his life

NOT “They”

The question should be marked in levels of response. Reward valid alternatives. Remember 3 is a grade C.

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Look at the rest of the article.

A4. How does the writer, Emma Cowing, show the dangers and problems faced by Fogle and Cracknell during the race?

You should consider:

• what she says; • how she says it. [10]

This question tests the ability to follow an argument, distinguish between fact and opinion and evaluate how information is presented.



Give 2-4 marks (grades E/D), according to quality, to those who make simple comments based on surface features of the text and/or show awareness of more obvious implicit meanings/persuasive techniques.

Give 5-7 marks (grades C/B), according to quality, to those who make valid comments/inferences based on appropriate detail from the text. These answers should be addressing the issue of ‘how’, although they may rely on some spotting of key words or quotations. Better answers will have a clear focus on persuasive technique.

Give 8-10 marks (grades A/A*), according to quality, to those who explore the text in detail and make valid comments/inferences. These answers should combine specific detail with overview and be fully engaged with analysis of persuasive technique.

‘How’ is partly a matter of content/presentation and partly a matter of language/structure. Look for a clear sense of ‘how’ as opposed to simply ‘what’. The best answers take the ‘extra step’ to analyse the detail rather than spotting it.

Some points the candidates may explore:

• She describes the punishing routine of the race (ninety minutes sleep then two hours rowing, all day, every day for almost two months)

• She stresses the confined space (the cabin was tiny, airless and ‘like a coffin’(buried alive))

• She mentions specific incidents (they endured a ‘terrifying’ capsize and a huge tanker almost hit them ( the size of Canary Wharf))

• She uses interviews with Fogle and Cracknell (Fogle did not learn to row in advance and Cracknell interrupts ‘sarcastically’)

• She points out their differences in personality (Fogle did not share Cracknell’s obsession with winning)

• She shows the conflict between them (she details ‘monumental’ arguments about water supplies and a ‘huge barney’ which led to Fogle telling Cracknell he ‘hated’ being with him)

• She mentions the loss of contact with the outside world (the satellite phone was lost and they could not contact relatives)

• She mentions the strain on Cracknell’s marriage and quotes Bev Turner’s ‘starchy’ interview and the ‘frosty’ goodbye


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Look at both texts. A5. What do you learn from these two texts about the relationship between Ben

Fogle and James Cracknell?

You should organise your answer into two paragraphs under the following headings: • their relationship during the race; • their relationship after the race. [10] This question tests the ability to select material appropriate to purpose, to collate material from different sources and make cross-references.

0 marks: nothing attempted Give 1 mark to those who make simple comments with occasional reference to the text, or copy unselectively. Give 2-4 marks (grades E/D), according to quality, to those who make simple comments based on surface features of the text and/or show awareness of more straightforward implicit meanings. Better answers will see some obvious features of the relationship. Give 5-7 marks (grades C/B), according to quality, to those who see a range of points about the relationship based on appropriate detail from the texts.

Give 8-10 marks (grades A/A*), according to quality, to those who see a thorough range of points about the relationship based on detailed exploration of the texts. These answers will probably combine overview with specific detail in a thorough and perceptive way.

Some points:

During the race • They had a partnership/handled situations sensibly • There were tensions • They had different attitudes to winning • They got angry with each other • They got bored with talking to each other • Cracknell accepted they were different • They also realised how much they really liked each other

After the race

• They make appearances together • Cracknell is ‘puzzled’ by and ‘sarcastic’ about Fogle • But he smiles • Fogle asked Cracknell to be his best man • They seem to have stayed friends/bonded

All of these points can be supported by reference to the text.


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GRADE DESCRIPTORS

(QUESTIONS B1 AND B2) The following descriptors have to be applied using the notion of 'best-fit' and there is no intention to create a hierarchy of writing styles or content. The candidates themselves set the level of difficulty in terms of the choice of content, form and structure as well as in use of language. Successful execution must be considered in relation to ambition of approach, and examiners must be alert to individual interpretations and judge them on their writing merits. We cannot be too rigid in our suggestions about the length of answers, but responses which are very short will be self-penalising. Be prepared for the unexpected approach. N.B. This tier will lead to awards from Grades A* - D; the scale allows for performances which fall below this on occasion. The Grade C boundary represents half marks. For each of B1 and B2 you will be awarding two marks: • content and organisation (13 marks) • sentence structure, punctuation, spelling (7 marks) These marks must be recorded at the end of each response in the body of the script, not in the margin. The total mark for each of B1 and B2 (out of 20) should be recorded in the right hand margin and the total for section B (out of 40) ringed and then transferred to the front cover.

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B1. You have heard about a sponsored challenge in which participants will have to

do a twenty mile walk across hills and rugged country. Money will be raised for charity but the challenge will be physically tough.

Write a letter to a friend or relative persuading him or her to join you. [20]

An understanding of purpose, audience and format is particularly important in this

type of writing. Content and organisation (13 marks) 0 marks: nothing written Band 1 1-3 marks • basic awareness of the purpose and format of the task • some awareness of the reader / intended audience • some relevant content despite uneven coverage of the topic • simple sequencing of ideas provides some coherence • paragraphs may be used to show obvious divisions or group ideas into some

order • some attempt to adapt style to purpose / audience (e.g. degree of formality) • there is a limited range of vocabulary with little variation of word choice for

meaning or effect Band 2 4-6 marks • shows awareness of the purpose and format of the task • shows awareness of the reader / intended audience • a sense of purpose shown in content coverage and some reasons are given

in support of opinions and ideas • sequencing of ideas provides coherence • paragraphs are logically ordered and sequenced (e.g. topic sentences are

supported by relevant detail) • a clear attempt to adapt style to purpose / audience • there is some range of vocabulary, occasionally selected to convey precise

meaning or to create effect Band 3 7-9 marks • shows clear understanding of the purpose and format of the task • shows clear awareness of the reader / intended audience • clear sense of purpose shown in content coverage; appropriate reasons given

in support of opinions/ ideas • ideas are shaped into coherent arguments • paragraphs are used consciously to structure the writing • style is adapted to purpose / audience • there is a range of vocabulary selected to convey precise meaning or to create

effect

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Band 4 10-13 marks • shows sophisticated understanding of the purpose and format of the task • shows sustained awareness of the reader / intended audience • content coverage is well-judged, detailed, and pertinent • arguments are convincingly developed and supported by relevant detail • ideas are selected and prioritised to construct sophisticated argument • paragraphs are effectively varied in length and structure to control

progression • confident and sophisticated use of a range of stylistic devices adapted to

purpose/audience • a wide range of appropriate, ambitious vocabulary is used to create effect or

convey precise meaning

Sentence structure, punctuation and spelling (7 marks) Band 1 1 mark • sentences are mostly simple or compound • compound sentences are linked or sequenced by conjunctions such as 'and'

or 'so' • punctuation (full stops, commas, capital letters to demarcate sentences) is

attempted where appropriate and with some accuracy • the spelling of simple words is usually accurate • control of tense and agreement is uneven Band 2 2-3 marks • sentences are varied and both compound and complex sentences are used • there is use of some subordination to achieve clarity and economy • some control of a range of punctuation, including the punctuation of direct

speech • the spelling of simple and polysyllabic words is usually accurate • control of tense and agreement is generally secure Band 3 4-5 marks • a range of grammatical structures is used to vary the length and focus of

sentences • simple, compound and complex sentences are used to achieve particular

effects • a range of punctuation is used accurately to structure sentences and texts,

sometimes to create deliberate effects, including parenthetic commas • most spelling, including that of irregular words, is usually correct • control of tense and agreement is secure Band 4 6-7 marks • there is appropriate and effective variation of sentence structures • there is a sophisticated use of simple, compound and complex sentences to

achieve particular effects • accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity

and create deliberate effects • virtually all spelling, including that of complex irregular words, is correct • tense changes are used confidently and purposefully

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Additional task-specific guidance Good answers may include some of the following features:

• a sustained sense of register and purpose (this is informal and persuasive) • a clear and coherent approach (for example, the reader should be in no doubt

about the intention of the letter) • a logical structure within which any argument is pursued effectively and

clearly ( for example, the writing is organised methodically into paragraphs with a clear and developing argument)

• an evident sense of cohesion with material linked effectively (use of connectives/subordination and topic sentences which are supported by relevant detail)

• a range of appropriate and well-selected details to illustrate and give substance to ideas and opinions (skilful use of facts/figures/anecdotes)

• some development of ideas and opinions (perhaps involving alternative views and ‘pros and cons’)

• positioning and establishing a relationship with the reader via devices such as asides, questions, humour, references to shared experience, use of active or passive voice (clear sense of audience)

• ability to move from the general to the particular or vice-versa (specific examples used within a coherent approach to the topic)

• clear understanding of format (for example, conventions of layout for an informal letter, appropriate salutation and conclusion)

Less successful answers may be characterised by some of the following features:

• uncertain sense of purpose and register (for example, no clear point of view or misjudging the level of formality)

• less secure control of structure (uncertain or random sequencing and paragraphing with an uneasy sense of argument)

• a tendency for details to be handled in isolation with limited sense of linking or cohesion (uneasy with connectives/subordination)

• details are thin or generalised with little sense of development (for example, a single sentence for each topic such as you have never walked anywhere before

• limited development of ideas/opinions and a tendency to simple assertion (for example, you wilt like it)

• very limited awareness of the reader (for example, little attempt to position or engage the reader through devices such as questions, statements, asides, touches of humour)

• a tendency for comments to stay at the level of the ‘general’ and to lack specific examples

• limited understanding of format (for example, the conventions of layout are omitted or misused)

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BLANK PAGE

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B2. You have to give a talk to your class with the title ‘Mobile Phones: a blessing or a curse?’

Write what you would say? [20]

An understanding of purpose, audience and format is particularly important in this

type of writing.

Content and organisation (13 marks)

0 marks: nothing written

Band 1 1-3 marks

• basic sense of plot and characterisation • simple chronological writing predominates • narratives may have a beginning and an ending but content is likely to be

undeveloped • paragraphs may be used to show obvious divisions and to group ideas into

some order and sequence • limited range of vocabulary is used with little variation of word choice for meaning

or effect Band 2 4-6 marks

• some control of plot and characterisation (e.g. perspective is maintained) • narrative is beginning to show evidence of some conscious construction (e.g.

some appropriate use of dialogue; topic sentences are supported by relevant detail)

• there is an appropriate beginning and an apt conclusion • narrative is developed to engage the reader's interest • paragraphs are logically ordered and sequenced • there is some range of vocabulary, occasionally selected to create effect or to

convey precise meaning Band 3 7-9 marks

• overall the writing is controlled and coherent • plot and characterisation are convincingly sustained (e.g. dialogue helps to

develop character) • narrative is organised and sequenced purposefully • narrative has shape, pace and detail, engaging the reader's interest • detailed content is well organised within and between paragraphs • paragraphs of varied length are linked by text connectives and progression is

clear • there is some use of devices to achieve particular effects • there is a range of vocabulary selected to create effect or to convey precise

meaning

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Band 4 10-13 marks

• the writing is developed with originality and imagination • plot and characterisation are effectively constructed and sustained • material is selected and prioritised to maintain interest • narrative is purposefully organised and sequenced and well paced • paragraphs are effectively varied in length and structure to control detail and

progression • cohesion is reinforced by the use of text connectives and other linking devices • devices to achieve particular effects are used consciously and effectively • a wide range of appropriate, ambitious vocabulary is used to create effect or

convey precise meaning Sentence structure, punctuation and spelling (7 marks) Band 1 1 mark

• sentences are mostly simple or compound • compound sentences are linked or sequenced by conjunctions such as 'and'

or 'so' • punctuation (full stops, commas, capital letters to demarcate sentences) is

attempted where appropriate and with some accuracy • the spelling of simple words is usually accurate • control of tense and agreement is uneven

Band 2 2-3 marks

• sentences are varied and both compound and complex sentences are used • there is use of some subordination to achieve clarity and economy • some control of a range of punctuation, including the punctuation of direct

speech • the spelling of simple and polysyllabic words is usually accurate • control of tense and agreement is generally secure

Band 3 4-5 marks

• a range of grammatical structures is used to vary the length and focus of sentences

• simple, compound and complex sentences are used to achieve particular effects

• a range of punctuation is used accurately to structure sentences and texts, sometimes to create deliberate effects, including parenthetic commas

• most spelling, including that of irregular words, is usually correct • control of tense and agreement is secure

Band 4 6-7 marks

• there is appropriate and effective variation of sentence structures • there is a sophisticated use of simple, compound and complex sentences to

achieve particular effects • accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity

and create deliberate effects • virtually all spelling, including that of complex irregular words, is correct • tense changes are used confidently and purposefully

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Additional task-specific guidance

Good answers may include some of the following features:

a sustained sense of register and purpose which meets the requirement for an article (for example, a lively, opinionated or witty approach)

a clear and coherent approach (perhaps looking in detail at one aspect of the topic or ranging more widely)

a logical structure within which any argument is pursued effectively and clearly

an evident sense of cohesion with material linked effectively (use of connectives/subordination)

a range of appropriate and well-selected details to illustrate and give substance to ideas and opinions (skilful use of facts/figures/anecdotes)

some development of ideas and opinions (perhaps involving alternative views)

positioning and establishing a relationship with the reader via devices such as asides, questions, humour, use of active or passive voice and other journalistic devices (clear sense of audience)

ability to move from the general to the particular or vice-versa (specific examples used within a coherent approach to the topic)

clear understanding of format (for example, use of columns or sub-headings or headlines or other features of newspapers/magazines)

Less successful answers may be characterised by some of the following features:

uncertain sense of purpose and register (for example, ignoring the

requirement for an article) less secure control of structure (uncertain or random sequencing/no clear

sense of argument) a tendency for details to be handled in isolation with limited sense of linking or

cohesion (uneasy with connectives/subordination) details are thin or generalised with little sense of development (for example, a

single sentence for each topic such as everyone likes mobile phones) limited development of ideas/opinions and a tendency to simple assertion (for

example, not having a mobile phone is ridiculous) very limited awareness of the reader (for example, little use of journalistic

devices) a tendency for comments to stay at the level of the ‘general’ and to lack

specific examples limited understanding of the features of newspapers/magazines (for example,

headlines, sub-headings, columns).

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FOUNDATION TIER PAPER 1 Examiners' Conference The Examiners' Conference will be held on Saturday, 8th November at the Copthorne Hotel, Culverhouse Cross, Cardiff. (Tel: 029 2059 9100) from 9.00 a.m.- 3.00 p.m. The first priority is for you to become thoroughly familiar with the material on which the question paper is based. Secondly you should look closely at a number of your scripts to form an idea of the range of responses. Recording Marks All marking must be in red. There must be evidence of marking on every page used by a candidate; for example, it must be clear to a checker that you have read the final two sentences on the back page of a script. The total mark for Section A (/40) and B (/40) will be ringed in the right hand column and transferred to the front page clearly indicated (e.g. A - 15, B - 30). Please note that the 'split' marks required for B1 and B2 should not be recorded in the margin, but in the body of the script. (see p.7). It is of the utmost importance that you record and add marks for Section A correctly. One of the most common sources of error is simply not recording the score once a question has been marked. For this reason it is advisable to develop the habit of always entering the mark gained, even if the candidate has effectively "missed" the question, so that the checker knows how many sub-totals to look for. The only exception to this should be very poor scripts where the candidate ignores several questions. For some questions ticks at the point at which the mark is gained will be sufficient evidence of your assessment, and these can simply be totalled. Elsewhere, ticks, underlinings and comments should show how you have judged the quality of an answer. All comments will be based on the criteria established by the C.E. for the examination. If for any reason you have particular problems in marking a script (e.g. unlikely interpretation, handwriting) you should contact your Team Leader directly to decide how to proceed. If s/he thinks it appropriate, please send the script to Hugh Lester explaining clearly the nature of the difficulty. Please make a note on the script packet explaining what you have done (e.g.‘‘Cand 0007 sent to H.L. (refer to C.E.)’’). Timetable for marking 10 specimen scripts (covering a range of ability) must be sent to your Team Leader as soon as possible after the Conference. A note of the examination numbers of these candidates and marks given must be kept. The last dispatch of scripts must be made by Monday, 1 December.

32

General The mark scheme is not intended to put a barrier between candidates' responses and your responses to their responses. The success of the marking will depend on your sensitive reading of texts in Section A and your professional judgement of candidates' answers. The mark scheme offers some examples and tentative suggestions but does not provide a set of correct responses. It usually points to levels of achievement expected. The paper (one hopes) will allow all candidates who have been properly entered for this examination to show what they know, understand and can do. What follows are only best guesses about how the paper will work out, and are subject to revision after we have looked at as many scripts as possible before and during the Conference. Mark/Grade Scale For the Foundation Tier Paper 1 we aim to establish the following relationship between marks and grades. N.B. This tier will lead to awards from grades C-G; the scale allows for performances which exceed this on occasion. For all sections/questions, Grade E represents half of the available marks. GRADE BAND

Qs.A1-4 /10

Qs.B1 & B2 /20

GRADE SECTION /40

PAPER /80

U 0-1 0-4 U 0-9 0-19

G 10-14 20-29

G-F 2-4 5-9 F 15-19 30-39

E 20-24 40-49

D/E 5-7 10-14 D 25-29 50-59

C 30-34 60-69

C/B 8-10 15-20 (B) 35-40 70-80 It is important to remember that a candidate's overall grade will be the result of a large number of aggregations: unless positive achievement is rewarded where it is shown, as indicated in the mark scheme, our overall expectations in terms of grade boundaries will prove unrealistic. In both sections, and for the paper as a whole, the aggregation of marks must be reviewed to check that the overall mark out of 80 places the candidate at the appropriate grade. In practice you may find it helpful to use the larger grid, which is provided separately.

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SECTION A (40 marks) Read again lines 1-18 A1. What thoughts and feelings do Margie and Tommy have about the 'real book'? [10] You must use the text to support your answer. This question tests knowledge and use of text and inference and interpretation. 0-1 mark - Question not attempted or candidates struggle to engage with the text and/or question. 2-4 marks (G/F grades), according to quality, to those who copy unselectively or make unsupported assertions or make simple comments with occasional references to surface features of the text. 5-7 marks (E/D grades), according to quality, to those who make simple comments/inferences with reference to surface features of the text. 8-10 marks (C/B grades), according to quality, to those who select appropriate detail to explore Margie and Tommy’s feelings. Some points that candidates may explore: Margie felt excited/intrigued at first (she wrote about it in her diary/underlined the word

‘real’/used an exclamation mark); She thought it was ‘very old’/ from a very distant past remembered by her grandfather’s

grandfather; They felt confused/unlike anything they had seen before; They felt they must treat the book with care – they ‘carefully’ turned the pages; They thought it was ‘awfully funny’ because the words stood still; They felt surprised that the words were still there when you turned the page back; Tommy thought books were a waste in the old days because he thought you just threw it

away – he is ‘dismissive’ of them; He thought it was less efficient than a television screen; Margie thinks the same; Tommy is interested in the book – he points “without looking, because he was busy

reading”; Margie is curious about the book’s content; Margie was ‘scornful’ of the subject matter/ she could not believe anyone could write

about school. Reward valid alternatives. This is not a checklist and the question should be marked in levels of response. Remember 5 marks is just grade E.

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Read again lines 19-34 A2. What do we learn about how Margie is educated? Why does she hate the way

she is taught? [10] This question tests knowledge and use of text and inference and interpretation. 0-1 mark - Question not attempted or candidates struggle to engage with the text and/or question. 2-4 marks (G/F grades), according to quality, to those who copy unselectively or make unsupported assertions or make simple comments with occasional references to surface features of the text. 5-7 marks (E/D grades), according to quality, to those who make simple comments/inferences with reference to surface features of the text. 8-10 marks (C/B grades), according to quality, to those who make sensible comments and inferences supported by a range of textual evidence. Some points that candidates may explore: How she was educated: her ‘school’ is an ‘electronic teacher’; she had ‘test after test’; she had to learn a special punch code to put her answers in; the machine can break down; when her machine broke down the County Inspector had been called in; the electronic teacher was ‘large and black and ugly’; all her lessons were on screen; the ‘teacher’ calculated her mark very quickly; it’s very different from education today.

Why she hates the way she is taught: the work seems relentless; she had “been doing worse and worse”; she hates the fact that when the machine breaks down, it is easily fixed; she hated the slot where she had to put her homework and tests; school was impersonal; the machine sets the tempo; there is ‘no hiding place’! it’s boring.

Reward valid alternatives. This is not a checklist and the question should be marked in levels of response. Remember 5 marks is just grade E.

35

Read again lines 35-62. A3. How does Tommy behave towards Margie in these lines? [10] You should track through the lines carefully, using the text to support your

answer. This question tests knowledge of the text, inference and interpretation. It also tests appreciation of language. 0-1 mark - Question not attempted or candidates struggle to engage with the text and/or question. 2-4 marks (G / F grades), according to quality, to those who copy unselectively or make unsupported assertions or make simple comments with occasional references to surface features of the text. 5-7 marks (E / D grades), according to quality, to those who make simple comments / inferences with reference to surface features of the text. 8-10 marks (C /B grades), according to quality, to those who select appropriate detail to support valid views about Tommy’s behaviour. These answers may rely on narrative detail to some extent but they should show some awareness of the writer’s use of language. Some points that candidates may explore: he is superior towards her (‘looked at her with very superior eyes’); he calls her “stupid”; he speaks ‘smugly’; he is patronizing - he pronounces words carefully – as if she didn’t understand -

centuries; he is hurtful; he explains/tells her/delights in showing off his knowledge of how the schools used to

be different - with a human teacher; he sounds confident in his knowledge – he says ‘sure’/’sure’; he laughs at her ignorance (exaggerates his laughter by ‘screaming with laughter’); he makes fun of her – (‘You don’t know much, Margie’); he is smug about his superior knowledge of schools and teachers; he is selfish - he moves away so that she can’t read the book; he teases her – by not giving a clear answer when she asks to read the book

(‘“Maybe” he said casually’). Reward valid alternatives. This is not a checklist and the question should be marked in levels of response. Remember 5 marks is just grade E.

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Read again lines 63-76. A4. What are Margie’s thoughts and feelings in these lines: [10] about the way she is taught; about school in the old days? You must use the text to support your answer. 0-1 mark - Question not attempted or candidates struggle to engage with the text and/or question. 2-4 marks (G/F grades), according to quality, to those who copy unselectively or make simple comments with occasional references to text. 5-7 marks (E/D grades), according to quality, to those who make simple comments based on surface features of the text. 8-10 marks (C/B grades), according to quality, to those who select and explore appropriate detail from the text to show a good understanding of the character’s thoughts and feelings. Some points candidates may explore: about the way she is taught. she feels ‘reluctant’ to go into the schoolroom – she doesn’t enjoy doing her

schoolwork; she feels she cannot escape from her electronic teacher: “it was always on at the

same time every day”; she feels alone/isolated in her learning; the learning with the electronic teacher is impersonal she feels miserable/bored/fed up - she puts her homework in the slot with a ‘heavy

sigh’ she hates the way she is taught.

about school in the old days. she thinks school would have been fun/good; she thinks about them ‘laughing and shouting in the schoolyard’; she likes the idea of children sitting together/going home together; she thinks about how they learned the same things and could help each other; she thinks having real people as teachers would be better than her electronic

teacher; she thinks the kids must have loved school in the old days - ‘the fun they had’.


37



The following descriptors have to be applied using the notion of best-fit and there is no intention to create a hierarchy of writing styles or content. The candidates themselves set the level of difficulty in terms of the choice of content, form and structure as well as in use of language. Successful execution must be considered in relation to ambition of approach, and examiners must be alert to individual interpretations and judge them on their writing merits. We cannot be too rigid in our suggestions about the length of answers, but responses which are very short, will be self-penalising. Be prepared for the unexpected approach. N.B. This tier will lead to awards from Grades C-G; the scale allows for performances which are above this on occasion. The Grade E boundary represents half marks. For each of B1 and B2 you will be awarding two marks: • content and organisation (13 marks) • sentence structure, punctuation, spelling (7 marks) These marks must be recorded at the end of each response in the body of the script, not in the margin. The total mark for each of B1 and B2 (out of 20) should be recorded in the right hand margin and the total for section B (out of 40) ringed and then transferred to the front cover.

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B1. Describe the scene at a primary school sports day. [20] Content and organisation (13 marks) 0 marks: nothing written Band 1 1-6 marks there is some relevant content despite uneven coverage, e.g. in descriptive

writing there is a basic sense of place or atmosphere some features of organisation or form are appropriate paragraphs may be used to show obvious divisions and to group ideas into

some order and sequence there is some appropriate selection of detail but often at a general level there is a limited range of vocabulary with little variation of word choice for

meaning or effect Band 2 7-9 marks content is relevant and attempts to interest the reader the writing is mostly organised in an appropriate form paragraphs are logically ordered and sequenced there is some attempt to focus on detail – moving from the general to the

particular there is some range of vocabulary, occasionally selected to create effect or to

convey precise meaning Band 3 10-13 marks the content is relevant and coherent and engages and sustains the reader's

interest the writing is organised in an appropriate form paragraphs are used consciously to structure the writing detailed content is well-organised within and between paragraphs there is a range of vocabulary selected to create effect or convey precise

meaning

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Sentence structure, punctuation and spelling (7 marks) Band 1 1-3 marks sentences are mostly simple or compound compound sentences are linked or sequenced by conjunctions such as 'and' or 'so' punctuation (full stops, commas, capital letters to demarcate sentences) is attempted

where appropriate and with some accuracy the spelling of simple words is usually accurate control of tense and agreement is uneven

Band 2 4-5 marks sentences are varied and both compound and complex sentences are used there is use of some subordination to achieve clarity and economy some control of a range of punctuation, including the punctuation of direct speech the spelling of simple and polysyllabic words is usually accurate control of tense and agreement is generally secure

Band 3 6-7 marks a range of grammatical structures is used to vary the length and focus of sentences simple, compound and complex sentences are used to achieve particular effects a range of punctuation is used accurately to structure sentences and texts,

sometimes to create deliberate effects, including parenthetic commas most spelling, including that of irregular words, is usually correct control of tense and agreement is secure

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Additional task-specific guidance Good answers may include some of the following features: a clear and coherent perspective (perhaps as a spectator, an official or someone

playing but third-person is the best option) a logical structure, observing from a fixed point or across a short period of time an evident sense of cohesion with material linked effectively to create overview of the

scene a range of appropriate and well-selected physical details (the weather, the stadium

and so on) close and well-selected observation of the people in the scene (players, officials and

spectators), their appearance and behaviour and the interaction between them (for example, couples, individuals, and the other people who enliven the scene)

use of the senses to convey the sights but also the sounds, smell and atmosphere close observation of body language and the emotions of people skilful use of snatches of dialogue to establish atmosphere and a sense of character some development of reflections on what is observed or experienced by the narrator positioning and establishing a relationship with the reader via devices such as

asides, statements, questions, humour, active or passive voice ability to move from the general to the particular, observing details precisely and

individually (such as facial expressions or physical objects) Less successful answers may be characterised by some of the following features: uncertain sense of purpose and perspective (for example, a tendency to slip into

narrative, particularly first-person, or the writer spends too long describing the journey to the event and fails to arrive there)

less secure control of structure and uncertain or even random sequencing (for example, an uneasy sense of chronology)

a tendency for details to be handled in isolation with limited sense of linking or cohesion

physical details described in a generalised, formulaic manner with little development (for example, a single sentence for each topic such as Everyone is happy or Everyone is waiting for the referee’s decision)

general rather than specific description of people and a tendency to use unconvincing stereotypes (for example, all people looking bored, all players feeling hot and flustered)

limited range of description (for example, no differentiation between people or physical details)

some attempt to use sense impressions but in a formulaic manner ( the scene looked colourful)

limited or inappropriate use of dialogue little reflection or development of what is observed (for example, a single sentence

such as You see people talking to their neighbours with little or no development) very limited awareness of the reader (for example, little use of devices such as

asides, or rhetorical questions) a tendency for the description to stay at the level of the general and lack close,

individual detail (for example, everyone is tired)

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BLANK PAGE

42

B2. Choice of narrative writing task. (See question paper.) [20] Content and organisation (13 marks) 0 marks: nothing written Band 1 1-6 marks

basic sense of plot and characterisation simple chronological writing predominates narratives may have a beginning and an ending but content is likely to be

undeveloped paragraphs may be used to show obvious divisions and to group ideas into

some order and sequence limited range of vocabulary is used with little variation of word choice for

meaning or effect Band 2 7-9 marks some control of plot and characterisation (e.g. perspective is maintained) narrative is beginning to show evidence of some conscious construction (e.g.

some appropriate use of dialogue; topic sentences are supported by relevant detail)

there is an appropriate beginning and an apt conclusion narrative is developed to engage the reader's interest paragraphs are logically ordered and sequenced there is some range of vocabulary, occasionally selected to create effect or to

convey precise meaning Band 3 10-13 marks overall the writing is controlled and coherent plot and characterisation are convincingly sustained (e.g. dialogue helps to

develop character) narrative is organised and sequenced purposefully narrative has shape, pace and detail, engaging the reader's interest detailed content is well organised within and between paragraphs paragraphs of varied length are linked by text connectives and progression is

clear there is some use of devices to achieve particular effects there is a range of vocabulary selected to create effect or to convey precise

meaning

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Sentence structure, punctuation and spelling (7 marks) Band 1 1–3 marks sentences are mostly simple or compound compound sentences are linked or sequenced by conjunctions such as 'and' or 'so' punctuation (full stops, commas, capital letters to demarcate sentences) is attempted




sometimes to create deliberate effects, including parenthetic commas most spelling, including that of irregular words, is usually correct control of tense and agreement is secure.

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FOUNDATION TIER PAPER 2 Examiners Conference The Examiners Conference will be held on Saturday, 15th November at the Holiday Inn, Castle Street, Cardiff (Tel: 0870 4008140) from 9.00 a.m. - 3.00 p.m. The first priority is for you to become thoroughly familiar with the material on which the question paper is based. Secondly you should look closely at a number of your scripts to form an idea of the range of responses. Recording Marks All marking must be in red. There must be evidence of marking on every page used by a candidate; for example, it must be clear to a checker that you have read the final two sentences on the back page of a script. The total mark for Section A and B (/40 in each case) will be ringed in the right hand column and transferred to the front page clearly indicated (e.g. A - 24, B - 28). Please note that the 'split' marks required for B1 and B2 should not be recorded in the margin, but in the body of the script (see p.7). It is of the utmost importance that you record and add marks for Section A correctly. One of the most common sources of error is simply not recording the score once a question has been marked. For this reason it is advisable to develop the habit of always entering the mark gained, even if the candidate has effectively "missed" the question, so that the checker knows how many sub-totals to look for. The only exception to this should be very poor scripts where the candidate ignores several questions. For some questions ticks at the point at which the mark is gained will be sufficient evidence of your assessment, and these can simply be totalled. Elsewhere, ticks, underlinings and comments should show how you have judged the quality of an answer. All comments will be based on the criteria established by the C.E. for the examination. If for any reason you have particular problems in marking a script (e.g. unlikely interpretation, handwriting) you should contact your Team Leader directly to decide how to proceed. If s/he thinks it appropriate, please send the script to Hugh Lester explaining clearly the nature of the difficulty. Please make a note on the script packet explaining what you have done (e.g.‘‘Cand 0007 sent to H.L. (refer to C.E.)’’). Timetable for marking 10 specimen scripts (covering a range of ability) must be sent to your Team Leader as soon as possible after the Conference. A note of the examination numbers of these candidates and marks given must be kept. The last dispatch of scripts must be made by Monday, 8 December.

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General The mark scheme is not intended to put a barrier between candidates' responses and your responses to their responses. The success of the marking will depend on your sensitive reading of texts in Section A and your professional judgement of candidates' answers. The mark scheme offers some examples and tentative suggestions but does not provide a set of correct responses. It usually points to levels of achievement expected. The paper (one hopes) will allow all candidates who have been properly entered for this examination to show what they know, understand and can do. What follows are only best guesses about how the paper will work out, and are subject to revision after we have looked at as many scripts as possible before and during the Conference. Mark/Grade Scale For the Foundation Tier Paper 2 we aim to establish the following relationship between marks and grades. N.B. This tier will lead to awards from grades C-G; the scale allows for performances which exceed this on occasion. For all sections/questions, Grade E represents half of the available marks. GRADE BAND

Qs.A1-4 /10

Qs.B1 & B2 /20

GRADE SECTION /40

PAPER /80

U 0-1 0-4 U 0-9 0-19

G 10-14 20-29

G-F 2-4 5-9 F 15-19 30-39

E 20-24 40-49

D/E 5-7 10-14 D 25-29 50-59

C 30-34 60-69

C/B 8-10 15-20 (B) 35-40 70-80 It is important to remember that a candidate's overall grade will be the result of a large number of aggregations: unless positive achievement is rewarded where it is shown, as indicated in the mark scheme, our overall expectations in terms of grade boundaries will prove unrealistic. In both sections, and for the paper as a whole, the aggregation of marks must be reviewed to check that the overall mark out of 80 places the candidate at the appropriate grade. In practice you may find it helpful to use the larger grid which is provided separately.

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SECTION A (40 marks) Look at the Center Parcs website brochure in the separate Resources Material. A1. List ten outdoor activities mentioned in the brochure that are available at

Center Parcs. [10] Award one mark for each point made, up to a maximum of 10:

sailing guided walks 3G-Swing Tree trekking High Ropes of the Action Challenge horse-riding bird-watching; archery watersports soccer skills training abseiling canoeing paintballing movie making

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A2. How does the website brochure try to persuade readers that a Center Parcs holiday is good for both children and parents? [10] 0-1 mark - Question not attempted or candidates struggle to engage with the text and/or question. Give 2-4 marks (grades G/F), according to quality, to those who copy unselectively, make unsupported assertions or make simple comments with occasional references to the text. Give 5-7 marks (grades E/D), according to quality, to those who say what is in the brochure or make simple comments/inferences with appropriate references to the text. Give 8-10 marks (grades C/B), according to quality, to those who make valid comments based on appropriate detail from the text. These answers should be at least beginning to address the issue of ‘how’, although they may rely on some ‘spotting and listing’ of key words or quotations. ‘How’ is partly a matter of content and partly a matter of style Some points that candidates may explore: photographs show families and children enjoying the wide range of activities persuasive language: “memories…children will savour forever”; “Let the magic

rub off…”; “vast range of activities” ; “something for everyone”; “inspiring choice”

For children can try a range of activities / lots of choice / “more to keep them entertained..” indoor and outdoor activities – lists them they will have fun make new friends learn new skills develop confidence can be involved at any level of skill

For parents the whole family can enjoy time together there are ‘expert staff’/they work tirelessly the settings are beautiful parents will be happy their children have lots to do/have fun/experience new

things a range of activities available for parents parents can be involved as much or as little as they want there is a wide range of ‘superb’ restaurants, with something for everyone but there is always time for yourself – you can “sneak off for some time on your

own.”/parents can relax children are “in safe hands” “extra touches” that make life easier for parents with babies and toddlers company has won awards for the quality of provision direct address to parents Center Parcs make for memorable holidays


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Now look at the article ‘Family Fun at Center Parcs’ by Robert Lindsay. A3. What did Robert Lindsay enjoy about going to Center Parcs? How does he

make it clear that he was impressed by his holiday there? [10] 0-1 mark - Question not attempted or candidates struggle to engage with the text and/or question. Give 2-4 marks (grades G/F), according to quality, to those who copy unselectively, make unsupported assertions or make simple comments with occasional references to the text. Give 5-7 marks (grades E/D), according to quality, to those who say what he enjoyed with appropriate references to the text (or select quotations with little/no comment. Max 5) Give 8-10 marks (grades C/B), according to quality, to those who make use based on appropriate detail from the text to identify what he enjoyed and also begin to address the issue of ‘how’, although they may rely on some ‘spotting and listing’ of key words or quotations. Some points candidates may explore: What he enjoyed about Center Parcs he enjoyed being in a place without cars/without traffic – that was a ‘stress-beater’; likes using a bike to get around; their lodge – the cool furnishings, the tv, the view, the space etc; he enjoyed the massage; he suggests there are activities to suit everyone in the family; he can leave his children at times but also enjoy activities together; the instructors are good; there is a huge range of activities to try; he enjoyed the way the restaurants ‘catered for every taste’; he enjoyed the show that was put on in one restaurant/Sunday brunch; he liked it because he could holiday in Britain with his children

How he makes it clear that he was impressed he says there are ‘no stresses’ there; he calls it a ‘revelation’; he says it is a ‘perfect solution’ as a holiday for both parents and children; he talks about the lack of cars as an ‘overwhelming positive’ / exclamation mark on

‘No traffic!’; the table in the lodge ‘even’ converts into a pool table/specific detail; he describes the massage he has as ‘fantastic’; he calls the instructors ‘amazing’ and ‘superb’; he calls the restaurant ‘great’; his children are ‘enthralled’ by the show they see; he calls his break ‘invigorating’; he now goes to Center Parcs ‘all the time now’/he will go back; he has no criticisms of Center Parcs.


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You should now use details and information from both texts to answer the following question: A4. (a) What impression is given of the instructors at Center Parcs? (b) What makes eating out at Center Parcs a pleasurable experience? (c) What reasons are given for visitors deciding they might return to Center

Parcs? [10] (a) In the brochure the impression given of the instructors is: they are expert staff they are safety-conscious (children “are in safe hands”)/trustworthy they can help build confidence/helpful they make sure the activities are enjoyable/dedicated In the article the instructors are described as: amazing/superb good with children/friendly/welcoming, etc. trustworthy/reliable max = 4 (a) In the brochure, eating out is described as: superb offering a variety of themed restaurants and continental menus/spoiled for

choice a place to relive experiences/remember what makes your family special In the article, Robert Lindsay says that eating out is pleasurable because: the restaurants cater for every taste (“you’ll be spoiled for choice”) Center Parcs has a good range (child-friendly zones and ones with their own

wine lists) Center Parcs offers a good Sunday brunch It’s possible to combine a meal with a cabaret max = 4 (b) Brochure to do some of the activities they couldn’t ‘cram into a single visit’ the children will pester to come back Article because it was an ‘invigorating’ experience restored confidence in holidaying in Britain with children for a weekend break change of scene/get away from domestic stresses enjoy being with the kids max = 4

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The following descriptors have to be applied using the notion of best-fit and there is no intention to create a hierarchy of writing styles or content. The candidates themselves set the level of difficulty in terms of the choice of content, form and structure as well as in use of language. Successful execution must be considered in relation to ambition of approach, and examiners must be alert to individual interpretations and judge them on their writing merits. We cannot be too rigid in our suggestions about the length of answers, but responses which are very short, will be self-penalising. Be prepared for the unexpected approach. N.B. This tier will lead to awards from Grades C-G; the scale allows for performances which are above this on occasion. The Grade E boundary represents half marks. For each of B1 and B2 you will be awarding two marks: • content and organisation (13 marks) • sentence structure, punctuation, spelling (7 marks) These marks must be recorded at the end of each response in the body of the script, not in the margin. The total mark for each of B1 and B2 (out of 20) should be recorded in the right hand margin and the total for section B (out of 40) ringed and then transferred to the front cover.

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B1. A company that runs family activity holidays wants to recruit staff over the school summer holidays. The company is looking for people who are able to work well with children and adults, work as part of a team, and carry out a variety of tasks. You decide to apply for one of the jobs available.

Write your letter of application. [20] An understanding of purpose, audience and format is particularly important in this

type of writing. Content and organisation (13 marks) 0 marks: nothing written Band 1 1-6 marks basic awareness of the purpose and format of the task some awareness of the reader / intended audience some relevant comment but analysis is basic simple sequencing of ideas provides some coherence paragraphs may be used to show obvious divisions or group ideas into some

order limited attempt to adapt style to purpose / audience (e.g. degree of formality) there is a limited range of vocabulary with little variation of word choice for

meaning or effect Band 2 7-9 marks shows awareness of the purpose and format of the task shows awareness of the reader / intended audience a sense of purpose shown in analysis / comment and some reasons are given

in support of opinions and recommendations sequencing of details and comments provides coherence paragraphs are logically ordered and sequenced (e.g. topic sentences are

supported by relevant detail) a clear attempt to adapt style to purpose / audience there is some range of vocabulary, occasionally selected to convey precise

meaning or to create effect Band 3 10-13 marks shows clear understanding of the purpose and format of the task shows clear awareness of the reader / intended audience clear sense of purpose shown in analysis / comment; appropriate reasons

given in support of opinions/ ideas ideas are shaped into coherent arguments paragraphs or sections are used consciously to structure the writing style is adapted to purpose / audience there is a range of vocabulary selected to convey precise meaning or to

create effect

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Sentence structure, punctuation and spelling (7 marks) Band 1 1-3 marks sentences are mostly simple or compound compound sentences are linked or sequenced by conjunctions such as and or so punctuation (full stops, commas, capital letters to demarcate sentences) is attempted




sometimes to create deliberate effects, including parenthetic commas most spelling, including that of irregular words, is usually correct control of tense and agreement is secure

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Additional task-specific guidance Good answers may include some of the following features: a sustained sense of register and purpose which meets the requirement for a letter of

application (for example, a suitably formal tone and offering convincing reasons why the writer is a suitable applicant)

a clear and coherent approach (offering a range of skills and aptitudes suitable for the requirements of the job)

a logical structure within which relevant information is conveyed effectively and clearly

an evident sense of cohesion with material linked effectively (use of connectives/subordination)

a range of appropriate and well-selected details to illustrate and give substance to information offered (relevant details of previous part time work or offering names of people prepared to offer a reference)

some development of ideas (perhaps showing evidence of specific skills, such as working with young children)

positioning and establishing a relationship with the reader (clear sense of audience) ability to move from the general to the particular or vice-versa (specific and relevant

examples used within a coherent approach to the topic) clear understanding of format.

Less successful answers may be characterised by some of the following features: uncertain sense of purpose and register (for example, ignoring the specific

requirements for the job or showing a limited sense of audience) less secure control of structure (uncertain or random sequencing) a tendency for details to be handled in isolation with limited sense of linking or

cohesion (uneasy with connectives/subordination) • details are thin or generalised with little sense of development (for example, I would

enjoy working with children but giving no evidence why this would be the case) • limited development of why the writer would be a strong candidate and a tendency to

simple assertion (for example, I like adventure activities so I would be good in this job)

• very limited awareness of the reader (for example, offering details unrelated to the demands of the post applied for)

• a tendency for comments about personal strengths and qualities to stay at the level of the general and to lack specific examples

• limited understanding of the features of a letter of application

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B2. You have to give a talk to your class with the title ‘Mobile Phones: a blessing or a curse?’

Write what you would say. [20]

An understanding of purpose, audience and format is particularly important in this type of writing. Content and organisation (13 marks) 0 marks: nothing written Band 1 1-6 marks basic awareness of the purpose and format of the task some awareness of the reader / intended audience some relevant comment but analysis is basic simple sequencing of ideas provides some coherence paragraphs may be used to show obvious divisions or group ideas into some

order limited attempt to adapt style to purpose / audience (e.g. degree of formality) there is a limited range of vocabulary with little variation of word choice for

meaning or effect Band 2 7-9 marks shows awareness of the purpose and format of the task shows awareness of the reader / intended audience a sense of purpose shown in analysis / comment and some reasons are given

in support of opinions and recommendations sequencing of details and comments provides coherence paragraphs are logically ordered and sequenced (e.g. topic sentences are

supported by relevant detail) a clear attempt to adapt style to purpose / audience there is some range of vocabulary, occasionally selected to convey precise

meaning or to create effect Band 3 10-13 marks • shows clear understanding of the purpose and format of the task • shows clear awareness of the reader / intended audience • clear sense of purpose shown in analysis / comment; appropriate reasons

given in support of opinions/ ideas • ideas are shaped into coherent arguments • paragraphs or sections are used consciously to structure the writing • style is adapted to purpose / audience • there is a range of vocabulary selected to convey precise meaning or to

create effect

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Sentence structure, punctuation and spelling (7 marks) Band 1 1-3 marks • sentences are mostly simple or compound • compound sentences are linked or sequenced by conjunctions such as and or

so • punctuation (full stops, commas, capital letters to demarcate sentences) is

attempted where appropriate and with some accuracy • the spelling of simple words is usually accurate • control of tense and agreement is uneven Band 2 4-5 marks sentences are varied and both compound and complex sentences are used there is use of some subordination to achieve clarity and economy some control of a range of punctuation, including the punctuation of direct

speech the spelling of simple and polysyllabic words is usually accurate control of tense and agreement is generally secure

Band 3 6-7 marks a range of grammatical structures is used to vary the length and focus of

sentences simple, compound and complex sentences are used to achieve particular

effects a range of punctuation is used accurately to structure sentences and texts, sometimes to create deliberate effects, including parenthetic commas most spelling, including that of irregular words, is usually correct control of tense and agreement is secure

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Additional task-specific guidance Good answers may include some of the following features: a sustained sense of register and purpose which meets the requirement for an article

(for example, a lively, opinionated or witty approach) a clear and coherent approach (perhaps looking in detail at one aspect of the topic or

ranging more widely) a logical structure within which any argument is pursued effectively and clearly an evident sense of cohesion with material linked effectively (use of

connectives/subordination) a range of appropriate and well-selected details to illustrate and give substance to

ideas and opinions (skilful use of facts/figures/anecdotes) some development of ideas and opinions (perhaps involving alternative views) positioning and establishing a relationship with the reader via devices such as

asides, questions, humour, use of active or passive voice and other journalistic devices (clear sense of audience)

ability to move from the general to the particular or vice-versa (specific examples used within a coherent approach to the topic)

clear understanding of format (for example, use of columns or sub-headings or headlines or other features of newspapers/magazines)

Less successful answers may be characterised by some of the following features: uncertain sense of purpose and register (for example, ignoring the requirement for an

article) less secure control of structure (uncertain or random sequencing/no clear sense of

argument) a tendency for details to be handled in isolation with limited sense of linking or

cohesion (uneasy with connectives/subordination) details are thin or generalised with little sense of development (for example, a single

sentence for each topic such as everyone likes mobile phones) limited development of ideas/opinions and a tendency to simple assertion (for

example, not having a mobile phone is ridiculous) very limited awareness of the reader (for example, little use of journalistic devices) a tendency for comments to stay at the level of the ‘general’ and to lack specific

examples limited understanding of the features of newspapers/magazines (for example,

headlines, sub-headings, columns). GCSE English MS Higher and Foundation Tiers (November 2008)/MLJ

Gcse Ms English Nov08 e

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Transcript of Gcse Ms English Nov08 e