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General Certificate of Secondary Education

English 3702
Specification A Paper 1H

Candidate Exemplar Material
2008 examination - November series

January 2009 - 3702/1H GCSE English (Specification A) - Exemplar Material

Marks for English Specification A Paper 1 Higher Tier Scripts
Paper Reference S1 Section A (1a) 7 Section A (1b) 6 Section A (2a) 8 Section A (2b) 6 Section A Total 27 Section B (3) Section B (4) 18 + 9 Section B (5) Section B Total 27 Overall Mark = (Section A + Section B) 54

Component

3702/1H

S2

3

5

4

3

15

10 + 5

15

30

S3

4

6

7

4

21

13 + 6

19

40

S4

6

3

2

2

13

9+5

14

27

S5

4

4

5

1

14

13+7

20

34

Copyright © 2009 AQA and its licensors. All rights reserved.

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November series .Version : 06/04/2009 abc General Certificate of Secondary Education English 3702 Specification A Paper 1H Mark Scheme 2008 examination .

examiners encounter unusual answers which have not been discussed at the meeting they are required to refer these to the Principal Examiner. If.aqa. Set and published by the Assessment and Qualifications Alliance. with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the centre. registered centres for AQA are permitted to copy material from this booklet for their own internal use. Further copies of this Mark Scheme are available to download from the AQA Website: www. Manchester M15 6EX Dr Michael Cresswell Director General .uk Copyright © 2008 AQA and its licensors. depending on the content of a particular examination paper.org. COPYRIGHT AQA retains the copyright on all its publications. after this meeting. This mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in this examination. All rights reserved. details will change. whilst the guiding principles of assessment remain constant. It must be stressed that a mark scheme is a working document. Assumptions about future mark schemes on the basis of one year’s document should be avoided. Registered address: AQA. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). The standardisation meeting ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for the standardisation meeting each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed at the meeting and legislated for. Devas Street. However. by a panel of subject teachers. in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. together with the relevant questions.Mark schemes are prepared by the Principal Examiner and considered.

examiners note on the script where they have found specific evidence of candidates having achieved a descriptor. Where there are both strengths and weaknesses in a particular answer. TIER H On Tier H. work in the band. circled in the right hand margin. or ‘typical’ of. considered for full marks. Random ticking is extremely unhelpful. it is quite possible that on an individual essay or component candidates may perform below grade D and so there are also descriptors for grades below D. The best kinds of comments are where a particular element of the descriptors is identified clearly and concisely. They will be expected to annotate the scripts in order to show subsequent readers what evidence they have found for the achievement of the particular descriptors in the mark bands and will be expected to give a mark for each answer in the right-hand margin at the end of the answer. about the mark ranges that can be given. Work exhibiting the highest skills should be Marking throughout must be on a ‘best-fit’ principle. In this way the whole examination can be integrated by using a common grade related system for all components. There are some rules. They must not be interpreted as hurdle statements. ANNOTATION OF SCRIPTS It is important that while they are marking in red. examiners should consider carefully which band is the best fit for the performance overall. There is a common marking spine which runs across all components. by the identification in the body of the script where the descriptor has been met. Ticks should be used to identify evidence of particular skills. It is likely that examiners will be making more extensive annotations at the beginning of the marking period than at the end. Once the mark has been decided upon. however. the questions are targeted at Grades A to D. The point of making such comments is to allow subsequent readers to understand what you are identifying as positive achievement and where you are seeing material 3 .English A .AQA GCSE Mark Scheme 2008 November series GCSE English 2008 Paper 1 Tier H Mark Scheme INTRODUCTION Examiners will be expected to read the scripts in their allocation carefully and to make every effort to look positively for achievement throughout the ability range. DECIDING ON A MARK Examiners must use the full range of marks. However. then the mark should be placed. but every mark must be justified by a written comment. The descriptors are an attempt to guide examiners to an understanding of the qualities normally expected of.

Assistant Principals. Very occasionally a script is very hard to read or illegible. If so. RECORDING In addition to recording the mark for a question at the end of the answer. RUBRIC INFRINGEMENTS There may well be a few candidates who answer the wrong number of questions. you should give the mark you think it deserves. (s)he can draw it to the attention of the Principal Examiner at the end of the marking season by placing RSE (Refer to Senior Examiner) on the script and attaching the relevant Form EX/SRF. scrutineers etc. examiners must also fill in the marks for each question on the front cover of the answer booklet. Go right through the allocation. Thus the marks should be entered which are the highest according to the allowable rubric. Principals. If you do extra scripts just keep numbering through. If you have one of these. the occasion where all the problems are looked at and a decision arrived at.). Awarders. QCA. Number the script in the top left-hand corner of the front cover of the script. but you must also mark it RSE and complete Form EX/SRF so that it can be deciphered fully later on. mark them all and count the highest score for those eligible under the terms of the rubric. PROBLEMS Where an examiner has great difficulty in assessing a script. The grid on the front of the answer booklet should look like this: 1a 1b 2a 2b 7 2 6 3 6 14 7 40 Then put the total mark for the paper in the box on the top right-hand corner called ‘For Office Use Only: Please make sure that you add your initials underneath the total for the paper.English A . Examiners are asked to number the scripts in their allocation in the order in which they mark them. It is to share your marking process with those reading your scripts later (Team Leaders. This means that it will be sent to the final meeting of examiners.AQA GCSE Mark Scheme 2008 November series which gains credit. The first script marked is ‘1’. the Chief. 4 .

distinguish between fact and opinion and evaluate how information is presented.English A . identifying implications and recognising inconsistencies. making appropriate references to texts and developing and sustaining interpretations of them. select material appropriate to their purpose. and comment on ways language varies and changes. collate material from different sources. (v) Assessmen t Objectives (i) (ii) (iii) (iv) (v) 1(a) ! ! ! 1(b) ! ! ! 2(a) ! ! ! ! 2(b) ! ! ! ! 5 . understand and evaluate how writers use linguistic. and make cross-references. follow an argument.AQA GCSE Mark Scheme 2008 November series GCSE English 2008 Paper 1 Tier H Section A: Reading This section covers the following Assessment Objectives: AO2 Reading (En2) Candidates are required to demonstrate their ability to: (i) (ii) (iii) (iv) read. structural and presentational devices to achieve their effects. with insight and engagement.

does the foreword by Tessa Jowell tell the reader about her views about sport and culture? (4 marks) Marks 0 1 mark ‘some simple comment’ 2 marks ‘attempts to engage’ 3 marks ‘clear attempt’ Skills Descriptors nothing relevant written some simple supported comment mainly narrative description refers to some appropriate detail some reference to Jowell’s views Content Descriptors • • • • • • • • • • • • • • • some extended supported comments • unstructured response and tends to paraphrase • some identification of her views • attempts to engage with task • clear and effective attempt to engage with the task • structured response • selects on Jowell’s views on sport and culture • a variety of views put forward • a full understanding of the views put forward • material fully absorbed and shaped for purpose • references integrated • a detailed and conceptualized response not very much! that it has a cultural aspect it can be used to join communities together her definition of sports is very broad the Oldham event was a good example of this sort of thing use must be made of the expertise that now exists in such communities that this is the way forward that sport needs to fulfil community needs that it is a multi-agency approach etc. the foreword from a leaflet called Bringing communities together through sport and culture.AQA GCSE Mark Scheme 2008 November series Read Item 1. 4 marks ‘detailed’ ! = what 6 .English A . in your own words. 1(a) What.

AQA GCSE Mark Scheme 2008 November series Now read Item 2.English A . 1(b) How does Matthew Engel use facts and opinions to persuade the reader of his point of view? (6 marks) Skills Descriptors • nothing relevant written • some simple supported comment • mainly narrative description • refers to some appropriate detail • some reference to fact and opinion • some extended supported comments • unstructured response and tends to paraphrase • some identification of obvious uses of facts and opinions • attempts to explain how they persuade the reader • clear and effective attempt to engage with task • structured response • selects and comments on the use(s) of at least one fact and one opinion • clear explanation of how they are used to persuade the reader • a full understanding of what is being asked • material fully absorbed and shaped for purpose • references integrated into argument • a detailed and conceptualized response which explains how Engel uses them to persuade the reader to his point of view Content Descriptors Marks 0 1 mark ‘some simple comment’ 2 marks ‘attempts to engage’ 3-4 marks ‘clear attempt’ facts: • to exemplify the speed • to show the ordinariness of the IOM • to prove the number of deaths & injuries • the importance of the TT to the Manx tourist economy • the popularity of the event • to show how ordinary people support the event • to back up his argument • expect to see generalised points opinions • to back up his argument • to push his views on a conspiracy of silence • to show the support of Manx people for the TT • to give his view of the races and deaths • to sensationalise • to suggest that it should be stopped 5-6 marks ‘detailed’ f = fact o = opinion ! = uses 7 . an extract from an article called Sweeping Death Under the Carpet by Matthew Engel.

Item 2: • to argue a point • to persuade • to inform • to influence • etc. 5-6 marks ‘clear attempt’ 7-8 marks ‘detailed’ p1 = purpose 1 p2 = purpose 2 l1 = language 1 l2 = language 2 c = compare 8 . Item 2 • journalese • narrative • personalized • homely in places • etc.English A . use of language Item 1 • third person to state a position • first person to state a position and stake • official/minister-speak • etc.AQA GCSE Mark Scheme 2008 November series Now look at Items 1 and 2 together. 2(a) Compare: • • Marks 0 1-2 mark ‘little evidence’ 3-4 marks ‘attempts to engage’ the purposes of each item the ways language is used. Skills Descriptors • nothing relevant written • some simple supported comment • mainly narrative description • refers to some appropriate detail • some reference to purposes and language • some extended supported comments • unstructured response and tends to paraphrase • some identification of purposes and language use • attempts to compare • clear and effective attempt to engage with task • structured response • selects and comments on both purposes and language in each • clear attempt to compare • a full understanding of what is being asked • material fully absorbed and shaped for purpose • references integrated into argument • a detailed and conceptualized comparison of both purposes and use of language Content Descriptors (8 marks) purposes: Item 1: • to promulgate a view • to pass on expertise • to introduce • to inform • etc.

2(b) How effectively are the following features used in Item 1 Bringing communities together through sport and culture: • • • Marks 0 1-2 marks ‘some simple supported comment’ 3-4 marks ‘attempts to engage’ layout pictures colour? Skills Descriptors • nothing relevant written • some simple supported comment • mainly narrative description • refers to some appropriate detail • some reference to layout. pictures and colour • clear attempt to explain effectiveness • a full understanding of what is being asked • material fully absorbed and shaped for purpose • references integrated into argument • a detailed and conceptualized evaluation of the use of layout.English A . pictures and layout • attempts to explain effectiveness of uses • clear and effective attempt to engage with task • structured response • selects and comments on layout. pictures and colour Content Descriptors (9 marks) 5-6 marks ‘clear attempt’ 7-9 marks ‘detailed’ layout • very effective? • effective in that text and image are separated • effective juxtaposition of text and picture boxes • clear font and background • visual layout pictures • to exemplify • to show what this concept of sport means • to interest the reader • to be politically correct • to show a variety of cultural events • wide variety of ages and backgrounds • does so very effectively • smiling picture of the Secretary of State colour • vibrant colours to show vibrancy of the event • to show sporting and cultural diversity • to link the two pages together • to add a serious and committed edge to the overall message (black and grey) • ‘colour’ is used as a way of stressing cultural integration l = layout p = pictures c = compare 9 .AQA GCSE Mark Scheme 2008 November series Look again at Item 1. pictures and colour • some extended supported comments • unstructured response and tends to paraphrase • some identification of colour.

Taking both Skills and Content Descriptors together will determine how high or low in the band the mark should be. Persuade or Advise Assessment Objectives AO3 (i) communicate clearly and imaginatively. Remember that candidates are writing in timed 10 . The precise mark awarded will be determined by the extent to which the answer matches the descriptors set out in the appropriate level. each in a circle. For each question. conditions. and then to check across to the Skills Descriptors to confirm or modify the preliminary judgement. The total available marks for Section B questions is therefore 27. a best fit principle may need to be applied where performance in response to the Assessment Objectives or parts of Assessment Objectives is uneven. the Communication and Organisation descriptors. For AO3 (i)/(ii). Punctuation and Spelling Mark Scheme has been split into its three constituent parts. The Skills descriptors embody the two equally weighted Assessment Objectives in the Communication and Organisation Mark Schemes. AO3 (iii) use a range of sentence structures effectively with accurate punctuation and spelling. i. The same process should be followed as in the previous Mark Scheme to determine the mark to be awarded. The one Assessment Objective tested in the Sentence Structures.English A . with the AO3 (i)/(ii) total above the AO3 (iii) total. For AO3 (iii). In each case. using and adapting forms for different readers and purposes. These are amplified and customised in the Content Descriptors.e. AO3 (ii) organise ideas into sentences. These are amplified and customised for the question in the Content Descriptors. Examiners will need to look closely at the Content Descriptors in order to find the appropriate band. Remember that to be placed in a particular band the work will satisfy some (but not necessary all) of the criteria at that level. use the separate set of levels which follow. paragraphs and whole texts using a variety of linguistic and structural features. Any valid responses should be rewarded. assess answers in terms of the levels which follow. Place the marks in the margin at the end of the answer. The skills descriptors represent the base line generic expectations whilst the content descriptors offer guidance on how those expectations are likely to be demonstrated in a response. Descriptors have been included for performance from U to A*.AQA GCSE Mark Scheme 2008 November series Section B: Writing to Argue. examiners are to record one mark out of 18 for AO3 (i) and (ii) combined and a separate mark out of 9 for AO3 (iii).

g. because.AQA GCSE Mark Scheme 2008 November series 3 Write an article in which you argue for or against the view that people should not be encouraged to take part in dangerous sports or activities. the first point …. but generally article appropriately clear communication of • a number of arguments put forward ideas with more sense of • uses isolated points from stimulus material purpose and audience or copies some points in detail • shows awareness of wide audience at different points either by use of second person or by occasional use of a more formal register uses some organisational • may demonstrate occasional attempt to paragraph though likely to be random devices appropriately with occasional conscious • some attempt to link ideas using causal selection of words connectives e. so • occasional attempt to use linguistic/ presentational devices e. capitals.g. repetition for vocabulary for effect effect Marks 1-2 • • 3-4 • • 5-6 • • 7-8 • • 11 .g. bold sustained awareness of • linked arguments put forward which may be purpose and audience developed in a generalised way • addresses wide audience directly and/or starts consciously to use a more formal register. rhetorical questions with occasional evidence of language being used emotively • discursive markers e. are mechanical and obvious to organise sentences into paragraphs with • more frequent use of linguistic/ some attempt to use presentational devices e. more conscious attempt where used. (27 marks) AO3 (i)(ii) Communication and Organisation Skills Descriptors Content Descriptors communicates some • some words in appropriate order meaning some simple sequencing • one or more points made of ideas • makes one or more direct reference to communicates some dangerous sports and activities meaning with occasional sense of purpose and • an indication of awareness of need for audience formality • may express personal feelings strongly but with little or no use of supportive detail ideas are sequenced • some attempt to shape points into an simply.English A . though still evidence of colloquial language • begins to use rhetorical devices.g. for example. repetition.

AQA GCSE Mark Scheme 2008 November series 9-10 • conscious attempt to suit the needs of purpose and audience and begins to engage reader’s response • • • • clear. paragraphing with more conscious use of vocabulary for effect clear identification with purpose and audience.g. indignant etc. as a result of this … consequently … detailed and well developed. one sentence paragraph) and demonstrate alternative points of view (e. anecdote. drawing on a range of sources growing subtlety of purpose and ability to adapt tone to manipulate reader controls a range of means to gain emphasis (e. confrontational or placatory paragraphs are competently linked by content and language confident use of devices such as anecdote in context and rhetorical questions discursive markers are becoming more integrated and are used to enhance the argument. though not always convincingly carried through begins to anticipate and evaluate potential audience response may use argument and counter-argument with competence range of paragraph structures coherently linked vocabulary range successfully reflects more sophisticated level of argument and attempt to influence reader discursive markers are now coherently integrated argues successfully and convincingly.g. starting to use paragraphs to enhance meaning and with increasing sophistication in vocabulary choice form.g. to be judgemental.English A . starting to use and support abstract argument. if mechanical. content and style are consistently matched to purpose and audience coherently structured with fluently linked sentence structures and paragraphs and evidence of conscious crafting • • • • • • 15-16 • • • presents argument with a variety of reasons evidence which may be drawn from personal experience and stimulus material may be used to support argument register almost wholly formal with some attempt to control tone e. may mark both cause and effect e. begins to sustain reader’s response • • • 11-12 • • • evidence of structure with usually coherent paragraphs and clear selection of vocabulary for effect • • • 13-14 • form.g. reference) fluent control of range of devices and discursive markers with an extensive vocabulary range 12 . content and style are generally matched to purpose and audience • • • • well structured. organised points with paragraphing marking some shift in argument more appropriate use of wider range of rhetorical devices and discursive markers though still mechanical and superimposed argument is starting to become more detailed with a clear awareness of alternative viewpoints and some second guessing some sense of varying emphasis for effect with conscious use of a chosen tone e.g. well informed.

distinctive and consistently effective controlled and sustained crafting with highly effective and delightful vocabulary choices • • • • may use satire. but always fittingly and in context demonstrates intellectual rigour and the ability to integrate a range of complex details from varied sources discursive markers.AQA GCSE Mark Scheme 2008 November series 17-18 • • form. content and style are assuredly matched to purpose and audience. are integrated into whole seamlessly and persuasively may use some inventive structural and/or linguistic devices 13 . rhetorical devices etc. irony etc.English A .

English A - AQA GCSE Mark Scheme 2008 November series

Marks 1 • • • 2-3 •

AO3 (iii) Sentence Structures, Punctuation and Spelling Skills Descriptors Content Descriptors some sentences • some monosyllabic words spelt some accuracy in spelling of correctly simple words random punctuation in sentences • may use mainly simple and compound sentences, with occasional complex sentences; may use discourse markers in an enhanced way simple words spelt correctly occasional full stops some conscious variation of syntax though not always grammatically secure; may use complex sentences with appropriate discourse markers e.g. because, on the other hand commonly used words spelt correctly general accuracy in use of more than commas and full stops constructions linked securely to discourse markers; may use rhetorical devices, first person, imperatives, modal verbs, repetition, short sentences, rhetorical questions and/or exclamations for effect generally secure spelling of irregular, latinate, complex words generally accurate in sentence demarcation, use of commas, question marks etc. clear and controlled, manipulation of sentence structures for effect; may use a wide range of appropriate discourse markers linked to syntactical choice; may use syntactical variety to build rhetorical power throughout paragraphs accurate spelling range of punctuation used in a sophisticated manner; colons and semi-colons used correctly when appropriate

4-5

• • •

generally accurate basic spelling evidence of conscious punctuation uses a range of securely demarcated sentence structures

• • •

• • 6-7 •

some accurate spelling of more complex words starts to use a range of punctuation uses sentence forms for effect

• • •

• • 8-9 •

generally secure in spelling generally secure in punctuation which clarifies meaning and purpose uses full range of appropriate sentence structures

• • •

• •

achieves a high level of technical accuracy in spelling achieves a high level of technical accuracy in punctuation

• •

14

English A - AQA GCSE Mark Scheme 2008 November series

4

Write a letter to a headteacher persuading him/her that all students should take part in at least one hour’s physical activity every day at school. (27 marks) AO3 (i)(ii) Communication and Organisation Skills Descriptors Content Descriptors communicates some • some words in appropriate order meaning some simple sequencing of • one or more points made ideas • makes one or more direct references to communicates some trying to persuade students to exercise meaning with occasional sense of purpose and • an indication of awareness of need for a audience sense of audience • may express personal feelings strongly but with little or no use of supportive detail ideas are sequenced • some attempt to shape points into a letter simply, but generally appropriately clear communication of • a number of points of persuasion put ideas with more sense of forward purpose and audience • uses isolated points from stimulus material or copies some points in detail • shows awareness of the audience at different points either by use of second person or by occasional use of an appropriate register • may demonstrate occasional attempt to uses some organisational paragraph though likely to be random devices appropriately with occasional conscious • some attempt to link ideas using selection of words connectives e.g. because, so • occasional attempt to use linguistic/ presentational devices e.g. repetition, capitals, bold sustained awareness of • linked material which may be developed purpose and audience in a generalised way • addresses headteacher audience directly and/or starts consciously to use a more appropriate register, with evidence of colloquial language • begins to use rhetorical devices, for example, rhetorical questions with occasional evidence of language being used emotively more conscious attempt to • discursive markers e.g. the first point …, where used, are mechanical and obvious organise sentences into paragraphs with some • more frequent use of linguistic/ attempt to use vocabulary presentational devices e.g. repetition for for effect effect

Marks 1-2

• •

3-4

• 5-6 •

7-8

15

English A - AQA GCSE Mark Scheme 2008 November series

9-10

conscious attempt to suit the needs of purpose and audience and begins to engage reader’s response

• • •

clear, if mechanical, paragraphing with more conscious use of vocabulary for effect clear identification with purpose and audience; begins to sustain reader’s response evidence of structure with usually coherent paragraphs and clear selection of vocabulary for effect

• • • • • • •

11-12

13-14

form, content and style are generally matched to purpose and audience

• • •

well structured, starting to use paragraphs to enhance meaning and with increasing sophistication in vocabulary choice

• • •

15-16

form, content and style are consistently matched to purpose and audience coherently structured with fluently linked sentence structures and paragraphs and evidence of conscious crafting

• •

persuades by variety of means evidence which may be drawn from personal experience and stimulus material is used to persuade register mainly appropriate with some attempt to control tone e.g. to be persuasive, funny, serious, etc. organised points with paragraphing marking some stages of persuasion more appropriate use of wider range of rhetorical devices and discursive markers though still mechanical and superimposed persuasion is starting to become more detailed with a clear awareness of the features likely to persuade headteacher some sense of varying emphasis for effect with conscious use of a chosen tone paragraphs are competently linked by content and language confident use of devices such as anecdote in context and rhetorical questions discursive markers are becoming more integrated and are used to persuade detailed and well developed; starting to use and support persuasion though not always convincingly carried through begins to anticipate and evaluate potential audience response may use variety of rhetorical devices with competence range of speech sections coherently linked vocabulary range successfully reflects more sophisticated level of persuasion and attempt to influence listener discursive markers are now coherently integrated persuades successfully and convincingly; well informed, drawing on a range of sources growing subtlety of purpose and ability to adapt tone to manipulate reader controls a range of means to gain emphasis (e.g. one sentence paragraph) and demonstrate variety of possible consequences fluent control of range of devices and discursive markers with an extensive vocabulary range

16

AQA GCSE Mark Scheme 2008 November series 17-18 • • form. rhetorical devices etc. but always fittingly and in context demonstrates intellectual rigour and the ability to integrate a range of persuasive techniques discursive markers. content and style are assuredly matched to purpose and audience.English A . irony etc. distinctive and consistently effective controlled and sustained crafting with highly effective and delightful vocabulary choices • • • • may use satire. are integrated into whole seamlessly and persuasively may use some inventive structural and/or linguistic devices 17 .

Punctuation and Spelling Skills Descriptors Content Descriptors some sentences • some monosyllabic words spelt some accuracy in spelling of correctly simple words random punctuation in sentences • may use mainly simple and compound sentences. colons and semi-colons used correctly when appropriate 18 . purpose question marks etc. on the other hand some accurate spelling of more • commonly used words spelt complex words correctly starts to use a range of punctuation • general accuracy in use of more than commas and full stops uses sentence forms for effect • constructions linked securely to discourse markers. repetition. use of commas.English A .g. may use complex sentences with appropriate discourse markers e. modal verbs. first person. because. rhetorical questions and/or exclamations for effect generally secure in spelling • generally secure spelling of irregular. with occasional complex sentences. imperatives. may use discourse markers in an enhanced way generally accurate basic spelling • simple words spelt correctly evidence of conscious punctuation • occasional full stops uses a range of securely • some conscious variation of demarcated sentence structure syntax though not always grammatically secure. uses full range of appropriate • clear and controlled. may use rhetorical devices. manipulation sentence structures of sentence structures for effect. may use a wide range of appropriate discourse markers linked to syntactical choice. complex words generally secure in punctuation • generally accurate in sentence which clarifies meaning and demarcation. latinate. short sentences. may use syntactical variety to build rhetorical power throughout sections of speech achieves a high level of technical • accurate spelling accuracy in spelling achieves a high level of technical • range of punctuation used in a accuracy in punctuation sophisticated manner.AQA GCSE Mark Scheme 2008 November series Marks 1 • • • • 2-3 4-5 • • • • • 6-7 • • • 8-9 • • • AO3 (iii) Sentence Structures.

for example.g. so • occasional attempt to use linguistic/presentational devices e. more conscious attempt to where used.g.g.English A . capitals. repetition. • some attempt to shape points into an but generally appropriately article clear communication of • a number of points made ideas with more sense of • uses isolated points from stimulus purpose and audience material or copies some points in detail • shows awareness of general audience at different points in the article either by use of second person or by occasional use of a more appropriate register • may demonstrate occasional attempt to uses some organisational paragraph though likely to be random devices appropriately with occasional conscious • some attempt to link ideas using casual selection of words connectives e. (27 marks) Marks 1-2 AO (ii)/(ii) AO (i)/(ii) Communication and Organisation Skills Descriptors Content Descriptors • some words in appropriate order communicates some meaning • one or more points made some simple sequencing of ideas communicates some • makes one or more direct references to meaning with occasional giving advice about the decisions to be sense of purpose and made audience • an indication of awareness of need for formality • may express personal feelings strongly but with little or no use of supportive detail ideas are sequenced simply. bold sustained awareness of • linked advice put forward which may be purpose and audience developed in a generalised way • addresses general audience directly and/or starts consciously to use a more formal register. the first point …. are mechanical and obvious organise sentences into paragraphs with some • more frequent use of linguistic/ attempt to use vocabulary presentational devices e. plus evidence of colloquial language • begins to use rhetorical devices.g. because.AQA GCSE Mark Scheme 2008 November series 5 Write an article advising teenagers on how to make the difficult decisions that face people during their teenage years. rhetorical questions with occasional evidence of language being used emotively • discursive markers e. repetition for for effect effect • • 3-4 • • 5-6 • • 7-8 • • 19 .

g. one sentence paragraph) and demonstrate possible consequences fluent control of range of devices and discursive markers with an extensive vocabulary range 20 . paragraphing with more conscious use of vocabulary for effect clear identification with purpose and audience.AQA GCSE Mark Scheme 2008 November series 9-10 • conscious attempt to suit the needs of purpose and audience and begins to engage reader’s response • • • • clear. though not always convincingly carried through begins to anticipate and evaluate potential response of teenagers may use conditional(s) with competence range of paragraph structures coherently linked vocabulary range successfully reflects more sophisticated level of advice and attempt to influence teenagers discursive markers are now coherently integrated advises successfully and convincingly. starting to use paragraphs to enhance meaning and with increasing sophistication in vocabulary choice • • • • 15-16 • form. as a result of this … consequently … detailed and well-developed.English A . well informed. may mark both cause and effect e. if mechanical. starting to use and support advice. begins to sustain reader’s response • • • • • 11-12 • • evidence of structure with usually coherent paragraphs and clear selection of vocabulary for effect • • 13-14 • form. drawing on a range of sources growing subtlety of purpose and ability to adapt tone to manipulate reader controls a range of means to gain emphasis (e.g. content and style are consistently matched to purpose and audience coherently structured with fluently linked sentence structures and paragraphs and evidence of conscious crafting • • • • • presents advice with a variety of reasons evidence which may be drawn from personal experience and stimulus material is used to support argument register almost wholly formal with some attempt to control tone organised points with paragraphing marking some stages in advice more appropriate use of wider range of rhetorical devices and discursive markers though still mechanical and superimposed advice is starting to become more detailed with a clear awareness of the potential problems faced by teenagers some sense of varying emphasis for effect with conscious use of a chosen tone paragraphs are competently linked by content and language confident use of devices such as anecdote in context and rhetorical questions discursive markers are becoming more integrated and are used to enhance the advice. content and style are generally matched to purpose and audience • • • well-structured.

AQA GCSE Mark Scheme 2008 November series 17-18 • • form. are integrated into whole seamlessly and persuasively may use some inventive structural and/or linguistic devices 21 .English A . distinctive and consistently effective controlled and sustained crafting with highly effective and delightful vocabulary choices • • • • may use exaggeration. irony etc. content and style are assuredly matched to purpose and audience. rhetorical devices etc. but always fittingly and in context demonstrates intellectual rigour and the ability to integrate a range of complex details from varied sources discursive markers.

because. repetition.AQA GCSE Mark Scheme 2008 November series Marks 1 • • • • 2-3 • • 4-5 • • • 6-7 • • • 8-9 • • • AO3 (iii) Sentence Structures. manipulation of sentence structures sentence structures for effect. imperatives. complex words generally secure in • generally accurate in sentence punctuation which clarifies demarcation. on the other hand some accurate spelling of • commonly used words spelt correctly more complex words starts to use a range of • general accuracy in use of capital letters punctuation and full stops uses sentence forms for • constructions linked securely to effect discourse markers. first person. Punctuation and Spelling Skills Descriptors Content Descriptors some sentences • some monosyllabic words spelt correctly some accuracy in spelling of simple words random punctuation in sentences • may use mainly simple and compound sentences. with occasional complex sentences. latinate. use of commas.English A . modal verbs. question meaning and purpose marks etc. may use syntactical variety to build rhetorical power throughout paragraphs achieves a high level of • accurate spelling technical accuracy in spelling achieves a high level of • range of punctuation used in a technical accuracy in sophisticated manner. may use a wide range of appropriate discourse markers linked to syntactical choice. rhetorical questions and/or exclamations for effect generally secure in spelling • generally secure spelling of irregular. uses full range of appropriate • clear and controlled. may use discourse markers in an enhanced way generally accurate basic • simple words spelt correctly spelling evidence of conscious • occasional full stops punctuation uses a range of securely • some conscious variation of syntax demarcated sentence though not always grammatically structures secure. short sentences. may use complex sentences with appropriate discourse markers e.g. may use rhetorical devices. colons and semipunctuation colons used correctly when appropriate 22 .

(27 marks) • • 3-4 • • 5-6 • • 7-8 • • AO3 (i)/(ii) Communication and Organisation Skills Descriptors Content Descriptors • some words in appropriate order communicates some meaning • one or more points made some simple sequencing of ideas • makes one or more direct reference to communicates some friends going abroad meaning with occasional sense of purpose and • an indication of awareness of audience audience • may express personal feelings strongly but with little or no use of supportive detail ideas are sequenced • some attempt to shape points into format simply.English A . because.g. for example. repetition for for effect effect 23 . rhetorical questions with occasional evidence of language being used emotively more conscious attempt to • discursive markers e. capitals. where used. are mechanical and obvious organise sentences into paragraphs with some • more frequent use of linguistic/ attempt to use vocabulary presentational devices e.AQA GCSE Mark Scheme 2008 November series 6 Friends of yours are unsure about whether to take a holiday abroad. the first point ….g. but generally appropriate for a letter appropriately clear communication of • a number of persuasive reasons put ideas with more sense of forward along with some advice purpose and audience • uses isolated points from stimulus material or copies some points in detail • shows awareness of the issues involved and wider audience at different points either by use of second person or by occasional use of a more formal register • may demonstrate occasional attempt to uses some organisational paragraph though likely to be random devices appropriately with occasional conscious • some attempt to link ideas using causal selection of words connectives e. so • occasional attempt to use linguistic/ presentational devices e. bold sustained awareness of • linked material put forward which may be purpose and audience developed in a generalised way and an attempt to persuade and advise • addresses listeners directly and/or starts to consciously use an appropriate register • begins to use rhetorical devices.g. Write a letter: • • Marks 1-2 persuading them that this would be a good idea advising them on which country to go to.g. repetition.

g. paragraphing with more conscious use of vocabulary for effect clear identification with purpose and audience. may mark both cause and effect e. content and style are consistently matched to purpose and audience • • • • • 15-16 • • coherently structured with fluently linked sentence structures and paragraphs and evidence of conscious crafting • • presents persuasion and advice with a variety of reasons evidence which may be drawn from personal experience and stimulus material is used to support argument register mainly consistent with some attempt to control tone e.g. though not always convincingly carried through begins to anticipate and evaluate potential response may use argument and counter-argument with competence range of paragraph structures coherently linked vocabulary range successfully reflects more sophisticated level of persuasion and advice and attempt to influence reader discursive markers are now coherently integrated advises and persuades successfully and convincingly. starting to use and support persuasion and advice.. anecdote. organised points with paragraphing marking some shift in argument and persuasion more appropriate use of wider range of rhetorical devices and discursive markers though still mechanical and superimposed advice and persuasion are starting to become more detailed with a clear awareness of alternative viewpoints and some second guessing some sense of varying emphasis for effect with conscious use of a chosen tone e. well-informed.g. as a result of this ….g.English A . drawing on a range of sources growing subtlety of purpose and ability to adapt tone to manipulate reader controls a range of means to gain emphasis (e. confrontational or placatory paragraphs are competently linked by content and language confident use of devices such as anecdote in context and rhetorical questions discursive markers are becoming more integrated and are used to enhance the argument. begins to sustain reader’s response • • • 11-12 • • • evidence of structure with usually coherent paragraphs and clear selection of vocabulary for effect • • • 13-14 • form. so …. indignant etc. content and style are generally matched to purpose and audience • • • • well-structured.g. reference) fluent control of range of devices and discursive markers with an extensive vocabulary range 24 . starting to use paragraphs to enhance meaning and with increasing sophistication in vocabulary choice form. one sentence paragraph) and demonstrate alternative points of view (e. if mechanical. to be cajoling. detailed and well developed..AQA GCSE Mark Scheme 2008 November series 9-10 • conscious attempt to suit the needs of purpose and audience and begins to engage reader’s response • • • • clear.

English A . irony etc. but always fittingly and in context demonstrates intellectual rigour and the ability to integrate a range of complex details from varied sources discursive markers. content and style are assuredly matched to purpose and audience. are integrated into whole seamlessly and persuasively may use some inventive structural and/or linguistic devices 25 . rhetorical devices etc.AQA GCSE Mark Scheme 2008 November series 17-18 • form. distinctive and consistently effective controlled and sustained crafting with highly effective and delightful vocabulary choices • • • • • may use satire.

AQA GCSE Mark Scheme 2008 November series Marks 1 • • • 2-3 • AO3 (iii) Sentence Structures. because. short sentences. colons and semi-colons used correctly when appropriate 4-5 • • • generally accurate basic spelling evidence of conscious punctuation uses a range of securely demarcated sentence structures • • • • • 6-7 • some accurate spelling of more complex words starts to use a range of punctuation uses sentence forms for effect • • • • • 8-9 • generally secure in spelling generally secure in punctuation which clarifies meaning and purpose uses full range of appropriate sentence structures • • • • • achieves a high level of technical accuracy in spelling achieves a high level of technical accuracy in punctuation • • 26 . complex words generally accurate in sentence demarcation. manipulation of sentence structures for effect. question marks etc. may use discourse markers in an enhanced way simple words spelt correctly occasional full stops some conscious variation of syntax though not always grammatically secure. may use a wide range of appropriate discourse markers linked to syntactical choice. may use rhetorical devices. repetition. first person. clear and controlled. imperatives. on the other hand commonly used words spelt correctly general accuracy in use of more than commas and full stops constructions linked securely to discourse markers. latinate. may use syntactical variety to build rhetorical power throughout paragraphs accurate spelling range of punctuation used in a sophisticated manner. may use complex sentences with appropriate discourse markers e.g.English A . Punctuation and Spelling Skills Descriptors Content Descriptors some sentences • some monosyllabic words spelt some accuracy in spelling of correctly simple words random punctuation in sentences • may use mainly simple and compound sentences. use of commas. rhetorical questions and/or exclamations for effect generally secure spelling of irregular. modal verbs. with occasional complex sentences.