Mark Schem e ( Result s)

Sum m er 2012

I nt ernat ional GCSE English Language

A 4EA0 Paper 1

Level 1 / Level 2 Cert ificat e in English

Language
KEA0 Paper 1
Ed e x ce l a n d BTEC Qu a l i f i ca t i o n s

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Sum m er 2012
Publications Code UG032140
All t he m at erial in t his publicat ion is copyright
© Pearson Educat ion Lt d 2012
 Paper 1
Sect ion A: Reading

Quest ion Answer Mark

number
1 Examiners should reward all valid responses t o t he passage up t o
t hree marks t hat deal specifically wit h t he sounds of t he fire, not
any ot her senses.
One mark for any t hree of t he following:

• a roaring fire
• sparks popping
• crackling branches
• spat sparks
(3 x 1) 3

Quest ion Answer - Indicat ive cont ent Mark

number
2 Examiners should reward all valid responses to the passage up to
five marks and should reward characteristics rather than simply
copying out phrases from the passage. Examiners may select from
t he following feat ures of her charact er or ot hers. She is:

• a worrier, she “ list ens wit h dread”

• a good mot her – she keeps her fears from t he children who
experience t he snow as j oyful and excit ing
• some may see her as a bad mot her for leaving t he children
alone in t he house or for allowing t hem so dangerously
close t o t he fire
• capable and confident , “ in cont rol”
• well-prepared and met iculous, as seen from her wint er
preparat ions
• brave, t enacious, persist ent – she goes out t o feed t he
sheep in appalling condit ions
• a caring person – of animals and children. There are many
examples t hat can be cit ed
• not houseproud, as she seems t o accept t he sparks burning
holes in t he carpet
• possibly someone wit h a spirit ual dimension t o her life as
she prays at her t ime of great est need
5
Quest ion Answer - Indicat ive cont ent Mark
number
3 Examiners should refer t o t he following bullet point s and t hen t o
t he t able t o reach an overall j udgement .

There are many feat ures in t he passage t hat are wort hy of

comment . Examiners must reward all valid point s t hat show an
engagement wit h t he t ext and an appreciat ion of t he writ er's
t echnique rat her t han have a set agenda of it ems t hat t hey are
looking for.

Candidat es may refer t o some of t he following point s:

The descript ion of t he snow

• t he init ial descript ion of t he snow uses a complex, even

rambling sent ence whose st ruct ure seems t o suggest t he
aimless manner in which t he snow falls
• t he snow is init ially “ unhurried” suggest ing nonchalance or
cont rol
• t he snow is personified as “ shift ing from foot t o foot ”
possibly creat ing suspense or suggest ing impat ience or
even a fight er get t ing ready for t he fight
• t he snow is described in sea-like t erms more t han once
• t he snow is incredibly powerful and has t he abilit y t o
change t he shape of t he world
• t he snow is powerful and malevolent – it drains Jenny of
all st rengt h and nearly kills her
• even as she manages t o reach t he sanct uary of t he house
t he snowflakes “ pursue” her, suggest ing a malevolence
• t he snow st orm is present ed as violent , “ it at t acked”
• t he snow is compared t o ghost s, reinforcing t he whit eness
and suggest ing a deat hly pallor
• t he word “ legion” may suggest t he milit ary force of an
army
• t he word “ legion” may suggest t he diabolical nat ure of t he
snow - "My name is Legion: for we are many." The Gospel
of Luke, Luke 8:30
• t he snow has lit erally ent ombed t hem – it is described as
being like” a wall”
• aft er t he t errifying images of ghost ly legions at t empt ing t o
gain ent rance t o t he house t hrough any opening, t he snow
is t hen present ed as “ ludicrous”
• t he snow is personified in t he last line, suggest ing t hat
t hey have not escaped t he snow, but have been consumed
and are now deep inside it
• suspense is creat ed as we wonder whet her t he snow will
gain access t o t he house
t he ways in which t he children’ s react ions t o t he snow
are different t o Jenny’ s
• t he children look forward t o t he snow coming, unlike
Jenny who dreads and fears it
• t heir shared react ion t o not hing being warm in t he world is
t o build a huge fire and sit so close t o it t hat t heir “ clot hes
were almost t oo hot t o t ouch”
• Jenny has t he responsibilit ies of an adult : t o prepare food
and t o look aft er t he animals; t he children’ s response is t o
play wit h t oy guns
• Jenny’ s init ial react ion t o nearly being killed by t he snow
is t o int erest t he children in t he unusual icicles in her hair,
but when t hey respond wit h a childish “ Wow” she finally
shares wit h t hem t he dangerous nat ure of t he snow
• t he writ er feels “ fizzy” as he revels in t he danger out side,
compared t o t he securit y of t he house. At t he same t ime
Jenny quiet ly prays t hat t hey will not lose t heir elect ricit y
• Jenny and t he children share t he sense of amazement at
t he wall of snow

part icular words, phrases and t echniques

• t he st ruct ure of t he passage t races an arc from t he t ense

foreboding before t he st orm t hrough t he fury of t he st orm,
t o t he final surreal calm of t he whit eout
• use of emot ive language t o creat e a sense of foreboding in
paragraph one, even before t he snow arrives: “ dread” ,
“ t hreat ening” , ” dreaded t he snow” , “ fear”
• use of allit erat ion for emphasis or possibly t o suggest t he
repet it ive qualit y of t he snowfall – “ slowly, sidelong
slipping t hrough colder air, careless”
• use of a range of met aphors and ot her t ypes of figurat ive
language t o enhance our underst anding of t he experience
of t he fire, “ sparks popping” , “ spat sparks” , “ as t hough
t hey t oo were glowing red”
• ext ended met aphor of conflict : “ at t acked” , “ bat t ling”
• use of simile and personificat ion t o describe t he power of
t he st orm, “ The wind spun armfuls of hay away int o t he
whit e, swirling it off like so much dust ”
• use of hyperbole, “ now t here was not hing warm anywhere
in t he world “
• descript ive language, “ t hick whit e curt ains” (many
examples)
• use of words t o suggest sounds, “ popping” , “ hissed” ,
“ howled” , “ cracking” , “ roaring”
• use of direct speech t o increase drama/ suspense “ I t hink I
nearly died in t he First Meadow”
• use of short sent ences for impact : “ She awoke puzzled. All
was perfect silence”
• use of exclamat ion marks for emphasis, “ ‘ Buried alive!”
• single paragraphs for effect : “ The blizzard had swallowed
us.”
12
Level Mark AO2 (i)/ (ii)/ (iii)
0 No rewardable mat erial.
Level 1 1-3 • Basic underst anding of t he t ext is evident in t he response
• Engagement wit h t he t ext is basic, wit h lit t le development in t he
response
• Int erpret at ions are developed wit h limit ed success
• Limit ed evaluat ion of how writ ers use linguist ic and st ruct ural
devices t o creat e effect , wit h lit t le use made of appropriat e
examples t o support ideas.
Level 2 4-6 • Some underst anding of t he t ext is evident in t he response
• Engagement wit h t he t ext is generally apparent , wit h some
development in t he response
• Int erpret at ions are developed wit h some success
• Some evaluat ion of how writ ers use linguist ic and st ruct ural
devices t o creat e effect , wit h some use made of appropriat e
examples t o support ideas.
Level 3 7-9 • Sound underst anding of t he t ext is evident in t he response
• Assured engagement wit h t he t ext , wit h t horough development in
t he response
• Int erpret at ions are t horoughly developed and sust ained
• Assured evaluat ion of how writ ers use linguist ic and st ruct ural
devices t o creat e effect , wit h use made of t horoughly appropriat e
examples t o support ideas.

Level 4 10 - 12 • Percept ive underst anding of t he t ext is evident in t he response

• Discriminat ing engagement wit h t he t ext , wit h percept ive
development in t he response
• Int erpret at ions are percept ively developed and sust ained
• Percept ive evaluat ion of how writ ers use linguist ic and st ruct ural
devices t o creat e effect , wit h discriminat ing use made of
appropriat e examples t o support ideas.
 Sect ion B: Reading and Writ ing
Quest ion Answer - Indicat ive cont ent Mark
number
4 Examiners should refer t o t he following bullet point s and t hen t o
t he t able t o come t o an overall j udgement . Examiners must
reward all valid point s t hat show an engagement wit h t he t ext
and an insight int o t he writ er’ s t echnique.

Candidat es may refer t o some of t he following point s:

• the passage is essentially chronological in that we enter before

the race and follow it through to its conclusion
• the passage begins with pace as the writer is already driving off
to film the race without any preamble or explanation to the
reader as to who “the lads” are or where they are
• the opening two paragraphs are positive and humorous – the
race is compared to the “Wacky Races”; “no problem”, “fired up
with enthusiasm”
• hyperbole is used to emphasise the waiting time, “eternity”
• the “wobbly bicycle” adds to the humour and also builds the
tension as the reader continues to wait for the action
• use of repetition to build anticipation, “Coming, coming”
• use of complex sentence further builds tension, “Just as I was
…”
• the approaching race is described in terms of sight, “their
jockeys perched on top of the tiny carts using their whips
energetically”; sound, “horns tooting, bells ringing”; and smell,
“a cloud of fumes and dust”
• the humour is now replaced by a very serious race with
committed followers
• the slow pace of the opening is contrasted now with the speed
of the donkeys and their “jostling” for position and is compared
to “Formula One without the rules”
• the sense of detached amusement is now replaced by a real
interest in the race
• the pace is heightened as the slow start of “inching” into the
traffic is soon replaced by, “rush hour gone anarchic”
• the character of one of the “lads” is developed as we come to
know Yaqoob and his “nerves of steel” and obvious enjoyment
of the race
• use of ellipsis to indicate the editing of parts of the race from the
account
• excitement builds as the speed further increases towards the
end of the race
• use of an abrupt short sentence, following a complex sentence,
to indicate the end of the race and usher in a sudden change in
atmosphere
• the situation is no longer humorous or exciting but it has the
potential for danger, “volatile”
• The passage comes full circle and ends with humour as
Yaqoob admits that he doesn’t have a driving licence
• Structurally the passage entwines three races: the donkey race;
the race to get the pictures taken and the spectators who race
 to keep up with the donkeys. 12

Level Mark AO2 (i)/ (ii)/ (iii)

0 No rewardable mat erial.
Level 1 1-3 • Basic underst anding of t he t ext is evident in t he response
• Engagement wit h t he t ext is basic, wit h lit t le development in t he
response
• Int erpret at ions are developed wit h limit ed success
• Limit ed evaluat ion of how writ ers use linguist ic and st ruct ural
devices t o creat e effect , wit h lit t le use made of appropriat e
examples t o support ideas
• Where response requires considerat ion of t wo or more f eat ures,
limit ed balance is evident .

Level 2 4-7 • Generally sound or sound underst anding of t he t ext is evident in

t he response
• Most ly clear or clear engagement wit h t he t ext , wit h
development in t he response
• Int erpret at ions are developed and sust ained wit h some success
• Most ly sound or sound evaluat ion of how writ ers use linguist ic and
st ruct ural devices t o creat e effect , wit h clear use made of
appropriat e examples t o support ideas
• Where response requires considerat ion of t wo or more f eat ures,
clear balance is evident .

Level 3 8 - 10 • Percept ive underst anding of t he t ext is evident in t he response

• Discriminat ing engagement wit h t he t ext , wit h development in
t he response
• Int erpret at ions are percept ively developed and sust ained
• Percept ive evaluat ion of how writ ers use linguist ic and st ruct ural
devices t o creat e effect , wit h assured use made of appropriat e
examples t o support ideas
• Where response requires considerat ion of t wo or more f eat ures,
a percept ive balanced approach is evident .
Quest ion Indicat ive cont ent Mark
number
5 Markers should use t he grid below t o award marks for t his writ ing 10
act ivit y.

The assessment of writ ing involves a j udgement about a writ er's

abilit y t o const ruct and convey meaning in writ t en language,
mat ching st yle t o audience and purpose. Writ ing is marked against
t hree skills areas which assess t he Writ ing Assessment Obj ect ives
and which require candidat es t o demonst rat e t heir abilit y t o:

1. communicat e clearly and imaginat ively, using and adapt ing

forms for different readers and purposes
2. organise ideas int o sent ences, paragraphs and whole t ext s using
a variet y of linguist ic and st ruct ural feat ures
3. use a range of sent ence st ruct ures effect ively, wit h accurat e
punct uat ion and spelling

Markers should allocat e about a t hird of t he t ot al marks for

accuracy in spelling, punct uat ion and grammar.
 The ‘ best fit ’ approach
An answer may not always sat isfy every one of t he assessment crit eria for a
part icular band in order t o receive a mark wit hin t hat band range, since on individual
crit eria t he answer may meet t he descript or for a higher or lower mark range. The
‘ best -fit ’ approach should be used t o det ermine t he mark which corresponds most
closely t o t he overall qualit y of t he response.

Level Mark AO3 (i)/ (ii)/ (iii)

0 No rewardable mat erial.
Level 1 1-3 • Communicat ion is at a basic level, and limit ed in clarit y.
• Lit t le awareness is shown of t he purpose of t he writ ing and t he
int ended reader.
• Organisat ion is simple wit h limit ed success in opening and
development .
• Sent ences show basic at t empt t o st ruct ure and cont rol expression
and meaning. A limit ed range of sent ence st ruct ures is used.
Basic cont rol of a range of punct uat ion devices, wit h lit t le
success in conveying int ended emphasis and effect s. Spelling is
basic in accuracy, wit h many slips which will hinder meaning.
Level 2 4-7 • Communicat es clearly
• Generally clear sense of purpose and underst anding of t he
expect at ions/ requirement s of t he int ended reader shown
• Organisat ion is sound or most ly sound wit h clear t ext st ruct ure;
cont rolled paragraphing t o reflect opening, development and
closure t oget her wit h some successful use of cohesive devices.
• Sent ences are generally clearly st ruct ured, wit h generally sound
cont rol of expression and meaning. A reasonable select ion of
sent ence st ruct ures are used. Generally sound cont rol of a range
of punct uat ion devices, enabling int ended emphasis and effect s
t o be conveyed for most of t he response. Spelling is most ly
accurat e, wit h some slips which do not hinder meaning
Level 3 8 - 10 • Communicat ion is percept ive and subt le wit h discriminat ing use
of a full vocabulary.
• Task is sharply focused on purpose and t he
expect at ions/ requirement s of t he int ended reader.
• Sophist icat ed cont rol of t ext st ruct ure, skilfully sust ained
paragraphing, assured applicat ion of a range of cohesive devices.
• Sent ences are convincingly st ruct ured, wit h sophist icat ed cont rol
of expression and meaning. A convincing select ion of sent ence
st ruct ures is used. Cont rol of t he full range of punct uat ion is
precise, enabling int ended emphasis and effect s t o be conveyed.
Spelling is consist ent ly accurat e.
 Sect ion C: Writ ing

Quest ion Indicat ive cont ent Mark

number
6 The writ ing t riplet assessed on t his quest ion is writ ing t o inform, 20
explain and describe.

Weaker answers may be fragment ary or lack coherence.

Candidat es may lack t he abilit y t o explain t hemselves or may
assume underst anding t hat t he reader does not have. A useful
discriminat ing fact or will be t he ext ent t o which t he writ er is
able t o engage t he int erest s of t he reader by using a variet y of
t echniques.

The assessment of writ ing involves a j udgement about a writ er's

abilit y t o const ruct and convey meaning in writ t en language,
mat ching st yle t o audience and purpose. Writ ing is marked
against t hree skills areas which assess t he Writ ing Assessment
Obj ect ives and which require candidat es t o demonst rat e t heir
abilit y t o:

1. communicat e clearly and imaginat ively, using and adapt ing

forms for different readers and purposes
2. organise ideas int o sent ences, paragraphs and whole t ext s
using a variet y of linguist ic and st ruct ural feat ures
3. use a range of sent ence st ruct ures effect ively, wit h accurat e
punct uat ion and spelling.

Markers should allocat e about a t hird of t he t ot al marks for

accuracy in spelling, punct uat ion and grammar.
 The ‘ best fit ’ approach
An answer may not always sat isfy every one of t he assessment crit eria for a
part icular band in order t o receive a mark wit hin t hat band range, since on individual
crit eria t he answer may meet t he descript or for a higher or lower mark range. The
‘ best -fit ’ approach should be used t o det ermine t he mark which corresponds most
closely t o t he overall qualit y of t he response.

Level Mark AO3 (i)/ (ii)/ (iii)

0 No rewardable mat erial.
Level 1 1-4 • Communicat ion is at a basic level, and limit ed in clarit y.
• Lit t le awareness is shown of t he purpose of t he writ ing and t he
int ended reader.
• Organisat ion is simple wit h limit ed success in opening and
development .
• Sent ences show basic at t empt t o st ruct ure and cont rol expression
and meaning. A limit ed range of sent ence st ruct ures is used.
Basic cont rol of a range of punct uat ion devices, wit h lit t le
success in conveying int ended emphasis and effect s. Spelling is
basic in accuracy, wit h many slips which will hinder meaning.
Level 2 5-8 • Communicat es in a broadly appropriat e way
• Shows some grasp of t he purpose and of t he
expect at ions/ requirement s of t he int ended reader.
• Some grasp of t ext st ruct ure, wit h opening and development and
some appropriat e use of paragraphing and ot her sequencing
devices.
• Sent ences show some at t empt t o st ruct ure and cont rol
expression and meaning. Some variet y of sent ence st ruct ures
used. Some cont rol of a range of punct uat ion devices, enabling
int ended emphasis and effect s t o be conveyed for some of t he
response. Spelling is somet imes accurat e, wit h some slips which
may hinder meaning.
Level 3 9 -12 • Communicat es clearly
• Generally clear sense of purpose and underst anding of t he
expect at ions/ requirement s of t he int ended reader shown
• Organisat ion is sound wit h clear t ext st ruct ure; cont rolled
paragraphing t o reflect opening, development and closure
t oget her wit h some successful use of cohesive devices.
• Sent ences are generally clearly st ruct ured, wit h generally sound
cont rol of expression and meaning. A reasonable select ion of
sent ence st ruct ures are used. Generally sound cont rol of a range
of punct uat ion devices, enabling int ended emphasis and effect s
t o be conveyed for most of t he response. Spelling is most ly
accurat e, wit h some slips which do not hinder meaning
Level 4 13 - 16 • Communicat es effect ively.
• A secure realisat ion of t he writ ing t ask according t o t he writ er's
purpose and t he expect at ions/ requirement s of t he int ended
reader is shown.
• Organisat ion is secure, t ext st ruct ure is well-j udged; effect ive
paragraphing and a range of cohesive devices bet ween and wit hin
paragraphs.
• Sent ences are purposefully st ruct ured, wit h sust ained cont rol of
expression and meaning. A wide and varied select ion of sent ence
st ruct ures is used. Thorough cont rol of t he full range of
punct uat ion, enabling int ended emphasis and effect s t o be
conveyed. Spelling is almost always accurat e, wit h occasional
slips.
Level 5 17-20 • Communicat ion is percept ive and subt le wit h discriminat ing use
of a full vocabulary.
• Task is sharply focused on purpose and t he
expect at ions/ requirement s of t he int ended reader.
• Sophist icat ed cont rol of t ext st ruct ure, skilfully sust ained
paragraphing, assured applicat ion of a range of cohesive devices.
• Sent ences are convincingly st ruct ured, wit h sophist icat ed cont rol
of expression and meaning. A convincing select ion of sent ence
st ruct ures is used. Cont rol of t he full range of punct uat ion is
precise, enabling int ended emphasis and effect s t o be conveyed.
Spelling is consist ent ly accurat e.
Furt her copies of t his publicat ion are available from
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Telephone 01623 467467

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Order Code UG032140
Sum m er 2012

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