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GCSE English Language Specimen Assessment Materials For first teaching from September 2010 For first assessment
GCSE English Language Specimen Assessment Materials For first teaching from September 2010 For first assessment

GCSE English Language Specimen Assessment Materials

For first teaching from September 2010

For first assessment from Summer 2011 For first award in Summer 2012

Subject Code: 5010

first teaching from September 2010 For first assessment from Summer 2011 For first award in Summer
first teaching from September 2010 For first assessment from Summer 2011 For first award in Summer

Foreword

The awarding bodies have prepared new specifications to comply with revised GCSE criteria. The specimen assessment materials accompanying new specifications are provided to give centres guidance on the structure and character of the planned assessments in advance of the first assessment. It is intended that the specimen assessment materials contained in this booklet will help teachers and students to understand, as fully as possible, the markers’ expectations of candidates’ responses to the types of tasks and questions set at GCSE level. These specimen assessment materials should be used in conjunction with CCEA’s GCSE English Language specification.

GCSE English Language Specimen Assessment Materials

Contents

Specimen Papers

1

Unit 1: Personal Writing and Reading Multi-Modal texts, Foundation Tier

3

Unit 1: Personal Writing and Reading Multi-Modal texts, Higher Tier

9

Unit 2: Functional Writing and Reading Non-Fiction, Foundation Tier

15

Unit 2: Functional Writing and Reading Non-Fiction, Higher Tier

21

Mark Schemes

27

Unit 1: Personal Writing and Reading Multi-Modal texts, Foundation Tier

29

Unit 1: Personal Writing and Reading Multi-Modal texts, Higher Tier

41

Unit 2: Functional Writing and Reading Non-Fiction, Foundation Tier

53

Unit 2: Functional Writing and Reading Non-Fiction, Higher Tier

65

Subject Code

5010

QAN

500/7934/7

A CCEA Publication © 2010

You may download further copies of this publication from www.ccea.org.uk

Specimen Papers

General Certificate of Secondary Education 2011 English Language Unit 1: Personal Writing and Reading Multi-Modal

General Certificate of Secondary Education

2011

English Language

Unit 1: Personal Writing and Reading Multi-Modal texts

Foundation Tier

[CODE]

SPECIMEN PAPER

TIME
TIME

1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES

Write your Centre Number and Candidate Number on the Answer Booklets provided. Complete all three tasks. Section A tests your Writing skills. Section B tests your Reading skills. Spend 45 minutes on each section.

INFORMATION FOR CANDIDATES

The total mark for this paper is 48. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question.

Section A: Personal Writing

Up to 16 marks are available for an interesting and organised piece of writing.

Up to 8 marks are available for the use of a range of sentence structures and correct spelling, punctuation and grammar.

TASK 1

Describe, for the reader, a person you admire.

In your answer you might want to:

give the reasons for your choice

describe what this person is like and how he/she has had a positive influence on your life

explain how you feel about him/her.

[24]

Planning your answer…

It is suggested that you organise your time like this:

5–10 minutes planning your response to the task.

25–30 minutes writing your response.

5 minutes checking your work.

4

Section B: Reading Multi-Modal texts

The DVD covers of ‘Indiana Jones’ and ‘The Mummy’ are designed to create the sense that these are exciting and action-packed films.

Complete the two tasks below:

TASK 2

Compare how presentational devices have been used in both DVD covers to build up a sense of excitement.

In your answer comment on:

the use of images and colour; and

the layout.

[9]

TASK 3

Compare how language has been used in both texts to suggest that these are exciting action films.

Comment on the use of words and phrases in:

the titles, headings and sub-headings; and

the language used to promote each film.

[15]

Planning your answer…

It is suggested that you organise your time like this:

10–15 minutes reading the material on pages 6 and 7.

10 minutes responding to Task 2.

20 minutes responding to Task 3.

5

© COURTESY OF LUCASFILM LTD - Copyright and Trademark Notice: Raiders of the lost Ark
© COURTESY OF LUCASFILM LTD - Copyright and Trademark Notice: Raiders of the lost Ark TM & © 1981 Lucasfilm Ltd. All rights reserved. Used under authorization.
Unauthorized duplication is a violation of applicable law.

6

© 1999 Universal City Studios, Inc
© 1999 Universal City Studios, Inc

7

THIS IS THE END OF THE QUESTION PAPER

8

General Certificate of Secondary Education 2011 English Language Unit 1: Personal Writing and Reading Multi-Modal

General Certificate of Secondary Education

2011

English Language

Unit 1: Personal Writing and Reading Multi-Modal texts

Higher Tier

[CODE]

SPECIMEN PAPER

TIME
TIME

1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES

Write your Centre Number and Candidate Number on the Answer Booklet provided. Complete all three tasks. Section A tests your Writing skills. Section B tests your Reading skills. Spend 45 minutes on each section.

INFORMATION FOR CANDIDATES

The total mark for this paper is 48. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question.

Section A: Personal Writing

Up to 16 marks are available for an organised and engaging piece of writing.

Up to 8 marks are available for the use of a range of sentence structures and accuracy in spelling, punctuation and grammar.

TASK 1

Describe, for the reader, a person you admire.

10

[24]

Section B: Reading Multi-Modal texts

Read the DVD covers for ‘Casino Royale’ and ‘The Bourne Identity’ on pages 12 and 13. The language and presentational features of both DVD covers are designed to generate an exciting and dramatic impression of these action films.

Complete the two tasks below:

TASK 2

Compare and contrast how presentational devices are used in both DVD covers to make the films appealing to their audience.

Analyse the use of images, colour and layout in your answer.

[9]

TASK 3

Compare and contrast how language has been used in both DVD covers to persuade you that these are exciting action films.

[15]

11

© MGM
© MGM

12

The Bourne Identity

Due to copyright restrictions, this DVD cover is not published here. However, it is available in the print version of this publication.

Please go to http://www.freecovers.net/view/2/39566d6025a2685929494f123a9eda2e/cd.html to view this image online.

Click the image labeled ‘Front’, which shows the front and back cover of the DVD sleeve. Then, click ‘Zoom’ beneath the image to enlarge it.

To Print

1. Select ‘Print’ from your dropdown menu under ‘File’.

2. Change the page layout from portrait to landscape.

3. Enlarge the image.

4. Press ‘Print’.

As this is a low-res image, the text may be slightly blurry.

13

THIS IS THE END OF THE QUESTION PAPER

14

General Certificate of Secondary Education 2012 English Language Unit 2: Functional Writing and Reading Non-Fiction

General Certificate of Secondary Education

2012

English Language

Unit 2: Functional Writing and Reading Non-Fiction

Foundation Tier

[CODE]

SPECIMEN PAPER

TIME
TIME

1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES

Write your Centre Number and Candidate Number on the Answer Booklet provided. Complete both tasks. Section A tests your Writing skills. Section B tests your Reading skills. Spend 45 minutes on each section.

INFORMATION FOR CANDIDATES

The total mark for this paper is 48. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question.

Section A: Functional Writing

Up to 16 marks are available for an organised, appropriate and interesting response.

Up to 8 marks are available for the use of a range of sentences and correct spelling, punctuation and grammar.

TASK 1

Write a speech for your classmates giving your views on the following issues:

“Charity begins at home, but it shouldn’t stop there!”

You may find some of the facts and opinions from Insert 1 useful in writing your speech.

[24]

Planning your answer…

It is suggested that you organise your time like this:

5–10 minutes planning your response to the task.

25–30 minutes writing your response.

5 minutes checking your work.

16

Insert 1

Poverty

Poverty © Hermera / Thinkstock Some Opinions: People are losing their jobs, homes and life savings

© Hermera / Thinkstock

Some Opinions:

People are losing their jobs, homes and life savings here at home. Why should we
People are losing their jobs,
homes and life savings here at
home. Why should we be giving
money to other countries?
I’m a Christian and I believe that everybody should be helped if they need it,
I’m a Christian and I believe that
everybody should be helped if they
need it, no matter who they are.

Some Facts:

At home

Just under 1 in 5 people in the UK – or over 13 million people – live in poverty, in the UK according to the latest figures, this includes nearly 1 in 3 children (almost 4 million).

Over 10.5 million people can’t afford to save or spend even small amounts on themselves.

About 9.5 million can’t afford decent housing – heated, free from damp, and in a reasonable state of decoration.

A child from a poor home is more likely to die as a baby or a child, and live a shorter life overall.

© Adapted from Oxfam 2008

live a shorter life overall . © Ada pted from Oxfam 2008 © Margaret Courtney-Clarke /

© Margaret Courtney-Clarke / Science Photo Library

Charities are precious, and play an important role. Caring for victims is essential work. We
Charities are precious, and play an
important role. Caring for victims
is essential work. We should
encourage people to give money.
You should take care of family and people close to you before you worry about
You should take care of family and
people close to you before you
worry about helping others. I don't
think we should worry so much
about other countries when there
are people in need here.

Worldwide

The poorest countries pay $100million to the rich world everyday.

Poor countries spend more on paying off their debt than on health or education.

Eight million die each year for want of the funds spent by the rich countries on their pets.

Half a percent of the US defence budget would pay for millions of children to go to school.

The amount spent on alcohol in a week and a half in Europe would be enough to supply clean water to half the world’s population.

© Adapted from Jubilee Debt Campaign 2002 www.jubileedebtcampaign.co.uk

17

Section B: Reading Non-Fiction

Read the article on page 19.

This article puts forward the very personal views of a mother. She describes the effect that buying a Nintendo had on her young family. The article is written in a way intended to hold the reader’s interest.

Complete the task below:

TASK 2

Your task is to explain how the writer holds the reader’s interest.

In your answer show how the writer has:

used a style of writing that is lively and personal

made use of some facts as well as her own opinion

selected words and phrases for effect

made use of sentence structuring and paragraphing.

[24]

Planning your answer…

It is suggested that you organise your time like this:

10 minutes reading the article.

25–30 minutes writing your response.

5 minutes checking your work.

18

NINTEN – DON’T!

As my eight-year son Jamie hit his five-year old sister Amy on the head, ten-year old Melissa started yelling and the youngest, three-year old Luke, joined in. It was eight in the morning. No one had eaten breakfast. The curtains had not been opened. The beds had not been made. The dog had not been walked. The entire mood was one of anger, pain and frustration.

Welcome to a family of Nintendo-users!!

I had finally given in and bought a Nintendo DS Lite after non-stop pressure from my children.

What finally did it was a suggestion from my oldest child that without a Nintendo in her schoolbag, she would be unable to fit in at school. (Yes I know – oldest trick in the book. And I fell for it!)

When the pale blue, £150 Nintendo finally arrived, crammed with a ‘bundle’ of 20 games including Brain Trainer, Fifa 09 and Nintendogs, my children hugged me tightly. “Thank you, thank you, mummy,” they chorused. “We LOVE you!”

Jamie soon became obsessed with playing the football game Fifa 09: over meals, on the loo, in bed at midnight. Melissa just took virtual dogs for walks, while Amy zoned in big time on the My Little Pony game. Some people call this constructive.

Except, it’s not! What is constructive about playing football on a tiny screen, or washing a virtual dog, or watching a hideous pink pony trot around a hideous pink palace decorated with shells??

The ‘toy’ caused endless rows. It was removed and placed in my desk. The children found it and hid it in their bedroom. I put it into my bag. They discovered it again. Then we lost the charger. What a great week that was!

Then we found the charger again. The children wept with joy. “You’d better behave with it his time,” I warned. “Otherwise…”

“Yeah, yeah,” they shouted, skipping off happily. How long did that last? How long do you think – 20 minutes tops!!!

Our Nintendo became a toxic drug which, little by little, was poisoning my children. Interestingly, Dr Susan Greenfield, a specialist in brain degeneration, predicts that young people are headed for a mass loss of personal identity, thanks to the amount of time they spend in the interactive realms of things like Nintendo. “It’s time,” she said, “for people to understand the destructive impact of these technologies.”

Well, I know what the impact was on my children! I have first-hand evidence that using a Nintendo turned my delightful, funny children into argumentative demons full of aggression, totally uninterested in anything apart from playing, and then playing some more.

The Nintendo had to go. In the end, I walked into a charity shop and gave it away.

I returned to stunned disbelief from the children – “You did what?” – followed by floods of real tears.

Since then, however, life has returned to normal. The children have swung back into their old habits of reading, playing music, walking the dog, occasionally fighting, cooking and making things.

Do they miss the lost screen-based world of the Nintendo? Actually, I think they’ve forgotten all about it!

© Adapted from ‘Ninten-Don’t…How I watched my children turn into monsters the minute I bought them a computer game by Rosie Millard, Daily Mail, 1 May 2008

19

THIS IS THE END OF THE QUESTION PAPER

20

General Certificate of Secondary Education 2012 English Language Unit 2: Functional Writing and Reading Non-Fiction

General Certificate of Secondary Education

2012

English Language

Unit 2: Functional Writing and Reading Non-Fiction

Higher Tier

[CODE]

SPECIMEN PAPER

TIME
TIME

1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES

Write your Centre Number and Candidate Number on the Answer Booklet provided. Complete both tasks. Section A tests your Writing skills. Section B tests your Reading skills. Spend 45 minutes on each section.

INFORMATION FOR CANDIDATES

The total mark for this paper is 48. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question.

Section A: Functional Writing

Up to 16 marks are available for an organised, appropriate and interesting response.

Up to 8 marks are available for the use of a range of sentences and correct spelling, punctuation and grammar.

TASK 1

Discuss your reaction to the following statement in a discursive essay:

“Charity begins at home, and it should stop there!”

Consider other viewpoints and give your own opinion.

You may find some of the facts and opinions presented in Insert 1 useful in developing your response.

22

[24]

Insert 1

Poverty

Poverty © Hermera / Thinkstock Some Opinions: People are losing their jobs, homes and life savings

© Hermera / Thinkstock

Some Opinions:

People are losing their jobs, homes and life savings here at home. Why should we
People are losing their jobs,
homes and life savings here at
home. Why should we be giving
handouts to other countries?
I’m a Christian and, as it says in the
parable of The Good Samaritan, I
believe that everybody should be
helped if they need it, no matter
who they are.

Some Facts:

At home

Just under 1 in 5 people in the UK – or over 13 million people – live in poverty, in the UK according to the latest figures, this includes nearly 1 in 3 children (almost 4 million).

Over 10.5 million people live in financial insecurity: they can’t afford to save, insure their house contents, or spend even small amounts on themselves.

About 9.5 million can’t afford adequate housing – heated, free from damp, and in a decent state of decoration.

A child from a poor home is more likely to die as a baby or a child, and live a shorter life overall.

© Adapted from Oxfam 2008

a p t e d f r o m O x f a m 2 0

© Margaret Courtney-Clark / Science Photo Library

Charities are precious, and play a vital and unique role. Caring for victims is essential
Charities are precious, and play a
vital and unique role. Caring for
victims is essential work. We
should encourage generosity.
You should take care of family and people close to you before you worry about
You should take care of family and people
close to you before you worry about helping
others. I don't think we should worry so
much about a foreign relief fund when
there are people in need right here in our
own country.

Worldwide

The poorest countries pay $100million to the rich world everyday.

Poor countries spend more on paying off their debt than on health or education.

Eight million die each year for want of the funds spent by the rich countries on their pets.

Millions of children stay out of school for want of half a percent of the US defence budget.

The amount spent on alcohol in a week and a half in Europe would be adequate to provide sanitation to half the world’s population.

© Adapted from Jubilee Debt Campaign 2002 www.jubileedebtcampaign.co.uk

23

Section B: Reading Non-Fiction

Read the article on page 25.

The writer has expressed his very personal views on mobile phones in a manner which sustains the reader’s interest.

Complete the task below:

TASK 2

Your task is to analyse how the writer holds the reader’s interest.

In your answer discuss how the writer has:

used a style and tone that are lively and personal

made use of fact and opinion

selected words and phrases for effect

used sentence structuring and paragraphing to sustain the reader’s interest.

24

[24]

This is never an easy sentence to write, but here goes anyway: I was wrong! For the past 15 years or so I have refused to join the mobile phone revolution. I tried one when they were the size of house bricks and then again when the pocket-sized phones appeared a few years later. I carried it around for a while but unloved, unwanted and – in my opinion – unnecessary, I abandoned it.

Of course I know what a benefit mobiles have been in the Third World. Six out of ten people around the globe now use one and there are countless examples of lives being changed for the better in countries where the poorest had no access to any form of telephone network.

So, how and when did I finally admit defeat in my solitary war against mobiles? It all happened one searingly hot afternoon when I found myself stranded at Athens airport. My son, Christopher, had promised to leave his car for me to collect and drive to our holiday villa. I couldn’t find it.

For an hour I tramped around the vast car park, dragging my suitcases and smallest child with me, wilting in the heat as we inspected every blasted car there and drew a blank. There was no other way to complete our journey. It had to be found.

I went back to the terminal building to try to phone him – on his mobile of course – but the only payphones required special tokens and there was nowhere to buy any. So I had to ask another passenger if I could use his mobile phone. And, yes, this was humiliating!!

Mercifully, Christopher answered his phone within seconds and told me where the car was. I found it and drove off into the sunset. My hostility to mobiles had been overcome. It was clear that I needed one and it was silly to pretend otherwise.

So, yes, I carry a mobile with me these days if I think I might need one, but I switch it on only if I have to make an urgent call. Furthermore, I can be contacted only if I choose to be.

You see, what to me is utterly baffling – and alarming – is that so many people have willingly sacrificed their freedom. They meekly accept that they must – and I emphasise ‘must’ – be available to whoever cares to call them all day and every day. Why?

Let us accept that some employers may insist on it during working hours and that there is a sizeable percentage of people who must be in touch when they are on duty: doctors on call; plumbers out on the road; parents waiting for their children to call to be picked up; paparazzi waiting to be tipped off about likely prey, and wannabe celebrities hoping to be ‘papped’.

Let’s also accept that teenagers have a biological need to conform and would no more walk around without a mobile clutched in their sweaty hands than they would be seen in kipper ties or hooped skirts. That still leaves a lot of people – the vast majority of the population – who have allowed themselves to become the servants of a useful gadget rather than its master.

I need hardly rehearse the reasons why people shouldn’t obey the constant demands of their

mobiles: a backdrop of ring tones has to be the ultimate irritation; the way people will glance down

at their phone to read a text message when you’re talking to them or those self-important conversations at full volume in a train carriage. Then there’s the fact that no one bothers to meet you on time any longer because they can always phone to tell you they’ll be late. And so on.

The sad truth is that mobiles are the perfect excuse for people to be rude. That’s a pity. But it’s pointless whining about it. We might as well try to ban television! Like it or not, there is no going back.

And, I admit, there is no going back for me! The gee-whiz factor of my new iPhone is undeniable and the technology quite extraordinary. It’s a great toy. But do you know what? I own this gizmo. It does not – and never will – own me!

© 'OK, I admit it. I was wrong. I've finally fallen in love with the mobile phone' by John Humphrys (freelance writer), Daily Mail, 7 March 2009

25

THIS IS THE END OF THE QUESTION PAPER

26

Mark Schemes

General Certificate of Secondary Education 2011 English Language Unit 1: Personal Writing and Reading Multi-Modal

General Certificate of Secondary Education

2011

English Language

Unit 1: Personal Writing and Reading Multi-Modal texts

Foundation Tier

[CODE]

SPECIMEN

MARK

SCHEME

A General Introduction to the Assessment of CCEA’s GCSE English Language

The style of assessment

The exams will be marked using positive assessment; crediting what has been achieved.

The mark schemes emanate from the Assessment Objectives and are designed to support this positive approach.

The relationship between questions, mark schemes and Levels of Competence.

Each task is designed to test a specified series of Assessment Objectives and every task has an individual mark scheme.

The mark scheme for each task comprises a task specific checklist as well as Competence Levels; each of which details an increasing level of proficiency. Each level of competence is made up of a series of brief statements which, together, describe the essential characteristics of a response at that level.

The job for each examiner is to identify positively what has been achieved and then match the candidate’s level of proficiency to the appropriate level of competence.

AO3: Studying Written Language (Reading): the marking process

The first stage in the assessment of an individual response begins with the examiner highlighting what, within an answer, is creditworthy by:

ticking valid points;

underlining relevant material;

writing positive, very brief, marginal comments – taken from the descriptors for the Competence Levels.

At the conclusion of the response, the examiner is required to select and write down the two/three phrases from the Competence Level descriptors that best summarise the candidate’s achievement.

The process of selecting and noting these comments has the effect of assisting the marker to assess which level best matches the candidate’s achievement.

Once selected, the extent to which a candidate has met the requirements of that particular Competence Level will determine the point that has been reached within the mark range for that level – top, middle or bottom.

The final element of the process is then to write down the mark to be awarded.

The required style of marking will be evident from the pre-marked exemplar scripts that will be distributed to all examiners at every Standardising meeting. These will have been marked and annotated by the senior examining team prior to each Standardising meeting.

30

AO4: Writing: the marking process

The marking process is slightly different for the assessment of writing.

Two discrete assessments have to be made.

The first assessment will be used to gauge the candidate’s performance in the first two of the Assessment Objectives for Writing: AO4 (i) and (ii). The second assessment is measured against the final Assessment Objective for Writing: AO4 (iii).

These two assessments will be made discretely. They will be reached employing a similar Competence Level approach to that used in the assessment of AO3: Studying Written language (Reading). The process of awarding marks will be broadly similar to that outlined above.

There is one additional element that makes the assessing of Writing different from that employed in the assessment of Studying Written Language (Reading). Inaccuracies in secretarial skills of writing will be highlighted by the examiner in this section of the exam as they are an integral element within the Assessment Objectives.

The first stage in the assessment of an individual task begins with the examiner highlighting what is creditworthy by:

ticking valid points;

underlining relevant material;

writing positive, brief, marginal comments – taken from the Competence Level descriptors;

Additionally, the examiner will highlight:

errors in spelling, syntax, punctuation and paragraphing – each error only to be circled/noted once.

At the conclusion of the response, the examiner will then select and write down two/three phrases from each of the two sets of Competence Level descriptors (AO4 (i) and (ii) and AO4 (iii)). These will be selected to best summarise the candidate’s achievement.

The process of selecting and noting these comments has the effect of helping the marker to assess which Competence Level best matches the candidate’s achievement.

Once selected, the extent to which a candidate has met the requirements of that particular Competence Level will determine the point that has been reached within it.

The final element of the process is then to write down the mark to be awarded in each case.

The required style of marking will be evident from the pre-marked exemplar scripts that will be distributed to all examiners at every Standardising meeting. These will have been marked and annotated by the senior examining team prior to each Standardising meeting.

These procedures which have been summarised above are described in detail overleaf.

31

Paper 1

Section A: Personal Writing

The Assessment Objectives

AO4

Writing

AO4 (i)

Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader.

AO4 (ii)

Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and coherence.

AO4 (iii)

Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

All are being assessed.

The examiner will be required to make two distinct assessments: one for AO4 (i) and (ii) and a second assessment for AO4 (iii).

The two required assessments

1. The following method of marking is to be used:

Each response will be assessed on the basis of a single reading.

Use brief affirmative comments to highlight positive achievement, for example – “Simple dev.”, “Broad sense purpose.” or “Incr. fluent”.

Use ticking to point out creditworthy material.

Circle individual spelling errors – circle the same error only once.

Use continuous wavy underlining to highlight failings in grammar and syntax.

One-off errors in punctuation should be noted by writing “p” in the margin.

Consistent omissions or errors in punctuation should be signalled by writing “p” in the margin, using arrows to highlight the extent of the problem.

Failings in paragraphing should be flagged up by writing “para” in the margin.

32

2.

Using the descriptors from the competence levels for AO4 (i) and (ii) as sources, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only use snippets from the descriptors for these summaries. (This process of summarising achievement is very important because in making this assessment it becomes clear as to where exactly the answer sits within the appropriate Competence Level.)

3. Next, on the principle of “best fit”, select in turn from the competence levels from AO4 (i) and (ii) the one that comes closest to encapsulating the overall achievement in each case.

4. Decide upon a final mark for each of these two AOs by assessing the extent to which a candidate has met all of the requirements of the particular competence levels. This will determine the point that has been reached within each – at the top, in the middle or at the lower end of the mark range. Only after these comments have been noted should the two marks be awarded.

For example, an answer that is judged to be mainly Competence Level 3 in terms of development and sense of audience but is more Competence Level 2 in relation to style, could be summarised as follows:

AO4 (i) and (ii) uncomplic dev Gen sense purpose Elem style

CL3

10

5. In order to assess AO4 (iii), the same process (step 2 above) is used to make the second assessment only using the Competence Levels that relate to the AO4 (iii).

For example, for an answer that is judged to be mainly Competence Level 3 in terms of sentence structuring and punctuation but is more Competence Level 2 in relation to spelling, the following would offer an adequate summary:

(iii)

Controlled sf sentences Gen.secure bas punct Basic voc sp acc

CL3

5

33

Writing at Foundation Tier

AO4 (i)

Communicating clearly, effectively and imaginatively:

This will range from a brief attempt to respond with occasional clarity, to a response that communicates clearly in an uncomplicated manner, presenting relevant personal development.

Using and adapting forms and selecting vocabulary appropriate to task and purpose:

This will range from few signs that vocabulary and form have been consciously adapted to a generally appropriate match of vocabulary and form to task and purpose.

Engaging the reader:

This will range from writing that makes engagement difficult, to work that is appropriate and straightforward and thus has some success in engaging the reader.

AO4 (ii)

Organising information and ideas into well structured and sequenced sentences, paragraphs and whole texts:

This will range from a flow of comments that appear somewhat disjointed to use of a range of straightforward sentences.

At paragraph and text level this will range from an arbitrary use of paragraphs that display little sense of organisation to an uncomplicated grouping of sentences that demonstrate progression. Some use of links will be evident.

AO4 (iii)

Using a range of sentence structures for clarity, purpose and effect:

This will range from a somewhat random or repetitious approach to an increasing control and variation in sentence construction. At the lower end of the mark range the conventions of written English will be largely ignored whilst at top of the mark range these will be handled with a straightforward competence that mainly supports clarity.

Using punctuation and spelling accurately:

This will vary from a haphazard approach to punctuation to a generally sound handling of the more common forms of punctuation.

Spelling will range from generally accurate spelling of basic words through to a generally sound handling of most words in a more extended vocabulary.

34

FOUNDATION

Describe, for the reader, a person you admire. In your answer you might want to: give reasons for your choice/describe this person and how he/she has a positive influence on your life/explain how you feel about him/her.

Task 1 Personal Writing. Testing AO4 (i) and (ii)

Response time: 45 minutes

Max. 16 marks

How AO4 (i) and (ii) feed through to marks: Use the task specific checklist to ascertain the extent to which a candidate has crafted language in order to: write to communicate clearly, effectively and imaginatively; use and adapt forms and select vocabulary appropriate to task and purpose in ways that engage the reader; organise information and ideas into structured and sequenced sentences, paragraphs and whole texts; use a variety of linguistic and structural features to support cohesion and overall coherence. The response is then assessed against the five Competence Levels (drawn from grade descriptors) in order to award a mark that matches the level of performance.

This task specific checklist outlines the writing skills associated with AO4 (i) and (ii) that candidates at all competence levels may be expected to attempt to employ in their responses. Credit any other valid strategies used that are not mentioned below.

Communicate clearly and effectively and imaginatively, demonstrating:

a handling of the topic in such a way as to attempt to positively develop the reader’s interest

use of a style that endeavours to build a positive relationship with the target audience

possible use of anecdotes/humour to engage the audience

Adapting form and vocab to task and purpose in ways that engage the reader, demonstrating:

an awareness of the reader as audience

a use of tone that is meant to engage and sustain the audience’s attention

use of a straightforward vocabulary that is in keeping with the task and audience and that, occasionally, may enliven the writing

Organise info and ideas into structured, sequenced sentences, paragraphs and whole texts demonstrating:

a sense of progression – the reader being taken through the writer’s experience

an awareness of opening and closing paragraphs

some use of topic sentences for different paragraphs

development that uses organisation in an attempt to hold the audience’s interest

Use a variety linguistic and structural features for cohesion and coherence demonstrating:

some variety of sentence length for effect

occasional use of connectives to give coherence to paragraphing

the use of rhetorical devices – the rule of three, questions, hyperbole, etc.

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Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–4] Characterised by:

some general, rather sketchy development

an unconvincing grasp of purpose and audience

some attempt at simple structuring using a rudimentary style

Competence Level 2 [5–8] Characterised by:

a simple development, relating events in a elementary manner

a broad sense of purpose and/or audience that may be sustained

a basic structure and an elementary style

Competence Level 3 [9–12] Characterised by:

an uncomplicated development, relating the incident in a deliberate fashion

a general sense of purpose and audience

a logical structure and a straightforward style

Competence Level 4 [13–16] Characterised by:

a generally effective development that maintains the reader’s interest

a recognition of purpose and audience

a clear structure and an increasingly fluent style

FOUNDATION

Task 1 – Testing AO4 (iii)

Task Response time: 45 minutes

Max. 8 marks

How AO4 (iii) feeds through to marks: Use the task specific checklist to ascertain the extent to which a candidate has crafted language in order to: use a range sentence structures for clarity, purpose and effect; use accurate punctuation and spelling. The response is then assessed against the five Competence Levels (drawn from grade descriptors) in order to determine a mark that matches the level of performance.

This task specific checklist outlines the writing skills associated with AO4 (iii) that candidates at all competence levels may be expected to attempt to employ in their responses. Credit any other valid strategies used that are not mentioned below.

The range and effectiveness of sentence structuring:

The wider the range and greater the control in structuring sentences, the more opportunity the candidate gives him/herself to attempt to sustain the reader’s interest.

More assured control of sentences and variety in their structuring demonstrates a higher level of competence and will be rewarded accordingly.

The use made of accurate punctuation and spelling:

Linked to the control of sentence structure is the control of a variety of appropriate punctuation. Here, too, competence usage can help to maintain the reader’s interest. The greater the control the higher will be the reward.

Accuracy in spelling, in isolation, can be misleading; it needs to be viewed beside the range of the vocabulary utilised.

A limited vocabulary spelt accurately is unlikely to capture the examiner’s attention. Examiners should credit ambitious use of vocabulary, where the word may not always be accurately spelt but has been chosen carefully.

36

Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–2] Characterised by:

little control of sentence structuring – instead, simple connectives used to link ideas; verbs often repeated

occasional use of full stops and commas tends to be the limit of punctuation

some accuracy in the spelling of simple words

the range of vocabulary is narrow

Competence Level 2 [3–4] Characterised by:

a use of basic sentence structuring that offers little variation in construction or length

generally correct use of full stops and the use of some other forms of punctuation

basic vocabulary is usually spelt accurately

a limited vocabulary

Competence Level 3 [5–6] Characterised by:

a controlled use of straightforward sentence structuring – there will be evidence of some variety in sentence construction and length

a generally secure use of basic punctuation to support structure

generally accurate spelling of straightforward, regular vocabulary

an uncomplicated vocabulary will be evident

Competence Level 4 [7–8] Characterised by:

increasingly sustained competence in the handling of a variety of sentence structures – occasionally these may be used for effect

the basics of punctuation – full stops, commas, exclamation and question marks – used accurately, adding clarity to the work

generally accurate spelling including some words with irregular patterns

a greater precision in the use of a widening vocabulary

Section B: Reading Multi-Modal Texts

The Assessment Objectives for AO3:

AO3 (i)

Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate.

AO3 (ii)

Develop and sustain interpretations of writers’ ideas and perspectives.

AO3 (iii)

Explain and evaluate how writers use linguistic, grammatical structural and presentational features to engage and influence the reader.

The two tasks and how they meet specific elements of the Assessment Objectives:

Task 2

AO3 (i):

selecting material appropriate to purpose/collating & making c-refs

AO3 (ii):

dev. and sustain interpretations

AO3 (iii): explaining and evaluating how structural and presentational features achieve effects and engage and influence the reader

Task 3

AO3 (i):

selecting material appropriate to purpose/collating & making c-refs

AO3 (ii):

dev. and sustain interpretations

AO3 (iii): explaining and evaluating how a writer uses linguistic, grammatical and structural devices to achieve effects

The examiner will be required to make one assessment in respect of each of the two tasks.

The required process of assessment

1. The following method of marking is to be used:

Each response will be assessed on the basis of a single reading.

Use brief affirmative comments drawn from the Competence Levels descriptors to summarise positive achievement, for example – “a sf. understanding”, “comp. comparison” or “assured eval.”

Use ticking to point out creditworthy material.

Use underlining to highlight significant strengths in a response.

Ignore all errors in punctuation, syntax and spelling as they are not being assessed.

2. Using the descriptors from the Competence Levels as a source, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only use snippets from the descriptors for this summary.

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3.

On the principle of “best fit” select the competence level that comes closest to encapsulating the overall achievement of the answer.

4. Decide upon a final mark by assessing the extent to which a candidate has met all of the requirements of that particular level. This will determine the point that has been reached within it – at the top, in the middle or at the lower end of the mark range. Only after these comments have been noted should a mark be awarded.

For example, a response to Task 2 that is Competence Level 2 could be summarised as follows:

Comp explan Range approp evid

a response to Task 2 that is Competence Level 2 could be summarised as follows: Comp

CL2

6

38

FOUNDATION

The DVD covers of ‘Indiana Jones’ and ‘The Mummy’ are designed to create the sense that they are exciting and action-packed films. Compare how presentational devices have been used in both DVDs to build up a sense of excitement in your answer comment on: the use of images and colour and the layout.

Task 2 – Focus: Reading Multi-Modal texts. Presentational devices: Testing AO3 (i) & (ii)

Response time: 10 minutes

Max. 9 marks

How AO3 (i) & (ii) feed through to marks: Use the question specific checklist to ascertain the extent to which a candidate has selected and evaluated evidence to explain how structural and presentational features achieve effects and engage and influence the reader. The overall performance is then assessed against the four Competence Levels (drawn from grade descriptors) in order to determine a mark that reflects the candidate’s achievement.

Task specific checklist of evidence outlining the material that candidates at all competence levels may be expected to include in their responses. Credit fully any other valid suggestions/comment.

The use made of images and colour:

given the highly visual nature of both covers, they naturally rely heavily on image and colour to create impact

both front covers are built around a central image of the hero with the title clearly displayed

both heroes strike action poses indicating the style of film that can be expected – the similarity continues in the use of dramatic backgrounds – suggesting excitement and danger

some of the ‘action’ from each is featured giving a glimpse at what the buyer can expect – on the front and back covers of ‘Indiana Jones’ we see images of love interest and violent action which are mirrored in ‘The Mummy’

the spine of both DVDs are very similar in layout; they are fairly functional, like a book end, mainly featuring the title and head shots of Harrison Ford and Brendan Fraser

describing ‘Indiana Jones ’ as ‘Digitally Mastered’ and in widescreen endeavours to add to its appeal; this strategy is also used in ‘The Mummy’ where it is advertised as ‘widescreen’ and as a ‘Collector’s Edition’

the use of strong colours is evident in both covers, linking front and back as well as leading through to text

The layout:

the layout of the covers is very similar – major images and titles dominate the front covers and the back covers. Both follow very similar formats: a collage of images the biggest of which features the main character

the titles of both are emblazoned in distinctive fonts above an image of the ‘hero’.

the fonts used for the titles in ‘Indiana Jones’ and ‘The Mummy’ feature a style employed in all of these movie titles

the layouts of the back of the DVDs are again very similar: interwoven smaller images add snippets from the movie to enhance their appeal. Both feature quite dense paragraphs of text as well as an extensive credits section. ‘The Mummy’ employs a much more user friendly layout for its text which includes special features as well as the use of bullet points

there is a profusion of logos all adding to the authenticity of the products but not really of significance in promoting them

dense technical text is featured at the bottom of both. It is not very user-friendly and does not impact on the potential audience

39

Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–3] Characterised by:

a basic recognition that use has been made of presentational devices

some reference to a few of the most obvious examples

a very general linking of the examples of these devices to their purpose

Competence Level 2 [4–6] Characterised by:

an understanding of how some of these presentational devices generate excitement

reference to a series of examples, some of which will be supported by straightforward comment

some appropriate use of comparison and contrast at a straightforward level

Competence Level 3 [7–9] Characterised by:

a sound overall consideration of how some of the presentational devices generate excitement

a straightforward explanation and comparison of how these devices have been used to engage and influence the reader

the development of an appropriate interpretation of the stimulus materials through an uncomplicated drawing together of mainly appropriate evidence from both sources

FOUNDATION

Compare how language has been used in both texts to suggest that these are exciting action films. Comment on the use of words and phrases in: the titles, headings and sub-headings/the language used to promote each film.

Task 3 – Focus: Language. Testing AO3 (i), (ii) & (iii)

Response time: 20 minutes

Max. 15 marks

How AO3 (i), (ii) & (iii) feed through to marks: Use the question specific checklist to ascertain the extent to which a candidate has selected and evaluated evidence to develop and sustain interpretations that explain how a writer uses linguistic and structural effects to achieve effects. The overall performance is then assessed against the four Competence Levels (drawn from grade descriptors) in order to determine a mark that reflects the candidate’s achievement.

Task specific checklist of evidence that outlines the material candidates across the competence levels may be expected to include in their responses. Credit fully any other valid suggestions/comment.

How words and phrases create excitement:

‘The Mummy’ uses a series of flattering quotations from film critics: “Mile-a-Minute Chills and Thrills”/ “Big-Time Fun!”. ‘Indiana Jones’ uses the technique of drawing in the reader – we are invited to “Join the legendary hero…”/ “Explore the darkest jungles”

dramatic superlatives and persuasive language abound: ‘Indiana Jones’: “one of the greatest screen adventures of all time”/ “embarks on a thrilling quest”/ “with Indiana Jones as your guide to adventure”/ “This classic treasure”; ‘The Mummy’; “combining the thrills of a rousing adventure”/ “a true nonstop action epic”/ “dazzling visual effects”/ “superb story telling”

they both use the back of the case to present a synopsis of the film to whet the appetite of potential buyers. Both begin by outlining in the context of the adventures; “Indiana Jones”: “the two-fisted archaeologist embarks on a thrilling quest”; “The Mummy”; “unearthed a 3000 year old legacy of terror”

the readability of the ‘Indiana Jones’ text is less inviting than that of ‘The Mummy’

the technical and legal information has to be there but has no real function as far as promoting either product is concerned – this is evident from the minuscule size of the font and the less than generous spacing are ample evidence that the designers of the covers are not placing too much emphasis on this section as a means of selling their product

the ‘Special Features’ section of ‘The Mummy’ offers an insight into the creative process of the movie; “in-depth look … heart-stopping visual effects” which appeals to film enthusiasts

40

Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–5] Characterised by:

some basic sense of how language and/or structure have been used positively

reference to a few obvious examples

a very general linking of the examples of these devices to their purpose of reinforcing a sense of excitement

Competence Level 2 [6–10] Characterised by:

an understanding of how some of these linguistic and structural effects can be employed to generate excitement

reference to a series of examples, some of which will be supported by straightforward comment

some appropriate use of comparison and contrast at a straightforward level

Competence Level 3 [11–15] Characterised by:

a sound overall consideration of how some of the linguistic and structural devices achieve their effects

a straightforward explanation and comparison of how these effects have been used to support a sense of excitement

the development of an appropriate interpretation of the stimulus materials through an uncomplicated drawing together of mainly appropriate supporting evidence from both sources

General Certificate of Secondary Education 2011 English Language Unit 1: Personal Writing and Reading Multi-Modal

General Certificate of Secondary Education

2011

English Language

Unit 1: Personal Writing and Reading Multi-Modal texts

Higher Tier

[CODE]

SPECIMEN

MARK

SCHEME

A General Introduction to the Assessment of CCEA’s GCSE English Language

The style of assessment

The exams will be marked using positive assessment; crediting what has been achieved.

The mark schemes emanate from the Assessment Objectives and are designed to support this positive approach.

The relationship between questions, mark schemes and Levels of Competence.

Each task is designed to test a specified series of Assessment Objectives and every task has an individual mark scheme.

The mark scheme for each task comprises a task specific checklist as well as Competence Levels; each of which details an increasing level of proficiency. Each level of competence is made up of a series of brief statements which, together, describe the essential characteristics of a response at that level.

The job for each examiner is to identify positively what has been achieved and then match the candidate’s level of proficiency to the appropriate level of competence.

AO 3: Studying Written Language (Reading): the marking process

The first stage in the assessment of an individual response begins with the examiner highlighting what, within an answer, is creditworthy by:

ticking valid points;

underlining relevant material;

writing positive, very brief, marginal comments – taken from the descriptors for the Competence Levels.

At the conclusion of the response, the examiner is required to select and write down the two/three phrases from the Competence Level descriptors that best summarise the candidate’s achievement.

The process of selecting and noting these comments has the effect of assisting the marker to assess which level best matches the candidate’s achievement.

Once selected, the extent to which a candidate has met the requirements of that particular Competence Level will determine the point that has been reached within the mark range for that level – top, middle or bottom.

The final element of the process is then to write down the mark to be awarded.

The required style of marking will be evident from the pre-marked exemplar scripts that will be distributed to all examiners at every Standardising meeting. These will have been marked and annotated by the senior examining team prior to each Standardising meeting.

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AO4: Writing: the marking process

The marking process is slightly different for the assessment of writing.

Two discrete assessments have to be made.

The first assessment will be used to gauge the candidate’s performance in the first two of the Assessment Objectives for Writing: AO4 (i) and (ii). The second assessment is measured against the final Assessment Objective for Writing: AO4 (iii).

These two assessments will be made discretely. They will be reached employing a similar Competence Level approach to that used in the assessment of AO3: Studying Written language (Reading). The process of awarding marks will be broadly similar to that outlined above.

There is one additional element that makes the assessing of Writing different from that employed in the assessment of Studying Written Language (Reading). Inaccuracies in secretarial skills of writing will be highlighted by the examiner in this section of the exam as they are an integral element within the Assessment Objectives.

The first stage in the assessment of an individual task begins with the examiner highlighting what is creditworthy by:

ticking valid points;

underlining relevant material;

writing positive, brief, marginal comments – taken from the Competence Level descriptors;

Additionally, the examiner will highlight:

errors in spelling, syntax, punctuation and paragraphing – each error only to be circled/noted once.

At the conclusion of the response, the examiner will then select and write down two/three phrases from each of the two sets of Competence Level descriptors (AO4 (i) and (ii) and AO4 (iii)). These will be selected to best summarise the candidate’s achievement.

The process of selecting and noting these comments has the effect of helping the marker to assess which Competence Level best matches the candidate’s achievement.

Once selected, the extent to which a candidate has met the requirements of that particular Competence Level will determine the point that has been reached within it.

The final element of the process is then to write down the mark to be awarded in each case.

The required style of marking will be evident from the pre-marked exemplar scripts that will be distributed to all examiners at every Standardising meeting. These will have been marked and annotated by the senior examining team prior to each Standardising meeting.

These procedures which have been summarised above are described in detail overleaf.

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Paper 1

Section A: Personal Writing

The Assessment Objectives

AO4

Writing

AO4 (i)

Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader.

AO4 (ii)

Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and coherence.

AO4 (iii) Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

All are being assessed.

The examiner will be required to make two distinct assessments: one for AO4 (i) and (ii) and a second assessment for AO4 (iii).

The two required assessments

1. The following method of marking is to be used:

Each response will be assessed on the basis of a single reading.

Use brief affirmative comments to highlight positive achievement, for example – “approp. sense of audience”, “competent dev.” or “well organised”.

Use ticking to point out creditworthy material.

Circle individual spelling errors – circle the same error only once.

Use continuous wavy underlining to highlight failings in grammar and syntax.

One-off errors in punctuation should be noted by writing “p” in the margin.

Consistent omissions or errors in punctuation should be signalled by writing “p” in the margin, using arrows to highlight the extent of the problem.

Failings in paragraphing should be flagged up by writing “para” in the margin.

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2.

Using the descriptors from the competence levels for AO4 (i) and (ii) as sources, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only use snippets from the descriptors for these summaries. (This process of summarising achievement is very important because in making this assessment it becomes clear as to where exactly the answer sits within the appropriate Competence Level.)

3. Next, on the principle of “best fit”, select in turn from the competence levels from AO4 (i) and (ii) the one that comes closest to encapsulating the overall achievement in each case.

4. Decide upon a final mark for each of these two AOs by assessing the extent to which a candidate has met all of the requirements of the particular competence levels . This will determine the point that has been reached within each – at the top, in the middle or at the lower end of the mark range. Only after these comments have been noted should the two marks be awarded.

For example, an answer that is judged to be mainly Competence Level 3 in terms of purposeful development and sense of audience but is more Competence Level 2 in relation to style, could be summarised as follows:

AO4 (i) and (ii) Comp dev Prof struct Increas fluent style

CL3

10

5. In order to assess AO4 (iii), the same process (step 2 above) is used to make the second assessment only using the Competence Levels that relate to the AO4 (iii).

For example, for an answer that is judged to be mainly Competence Level 3 in terms of sentence structuring and punctuation but is more Competence Level 2 in relation to spelling, the following would offer an adequate summary:

(iii)

Del Manip Prof punct Gen acc s’forward sp/w voc

CL3

6

45

Writing at Higher Tier

AO4 (i)

Communicating clearly, effectively and imaginatively:

This will range from a competent if predictable attempt at logical development and sequencing of material into a straightforward piece of writing, to a fluent and assured development that demonstrates a confident, personal manipulation of material in order that the writing has a striking impact upon the reader.

Using and adapting forms and selecting vocabulary appropriate to task and purpose:

This will range from a recognition and deployment of appropriate forms and a clear attempt to try to tailor responses accordingly, to a confident handling of forms so that they are seamlessly integrated into the work.

The use of task-appropriate language will range from that which is generally suitable and fitting, to precise use of language that is clearly and accurately matched to task and demonstrates a much more subtle understanding of purpose.

Engaging the reader:

This will range from writing that, because it is appropriate and straightforward, will have some success in engaging the reader, to work that entertains, developing a rapport with the reader and is a pleasure to read.

AO4 (ii)

Organising information and ideas into well structured and sequenced sentences, paragraphs and whole texts:

This will range from controlled development of straightforward sentences to a fluently constructed conscious crafting of sentences. As the responses become increasingly competent, there will be an increasing range of appropriate linguistic devices in use.

At paragraph and text level this will range from an uncomplicated grouping of sentences that demonstrate progression to a strikingly structured consideration.

Generally appropriate paragraphing and some use of links will be evident at one end of the spectrum, whilst at the top of the mark range these will be used to add to the fluency and coherence of the writing.

AO4 (iii)

Using a range of sentence structures for clarity, purpose and effect:

This will range from an increasing control and variation in sentence construction to an assured control and manipulation for effect. At the lower end of the mark range the conventions of written English will be handled with a straightforward competence that mainly supports clarity, whilst at top of the ability range sentence structuring will be handled confidently, in order to enhance the purpose and effect of the writing.

Using punctuation and spelling accurately:

This will vary from generally sound handling of the more common forms of punctuation to a more complete range accurately used to enhance meaning. This will range from the use of complex regular words generally spelt accurately to the accurate spelling of an extended vocabulary.

46

HIGHER

Describe, for the reader, a person you admire.

Task 1 Personal Writing. Testing AO4(i) and (ii)

Response time: 45 minutes

Max. 16 marks

How AO4 (i) and (ii) feed through to marks: Use the task specific checklist to ascertain the extent to which a candidate has crafted language in order to: write to communicate clearly, effectively and imaginatively; use and adapt forms and select vocabulary appropriate to task and purpose in ways that engage the reader; organise information and ideas into structured and sequenced sentences, paragraphs and whole texts; use a variety of linguistic and structural features to support cohesion and overall coherence. The response is then assessed against the five Competence Levels (drawn from grade descriptors) in order to award a mark that matches the level of performance.

This task specific checklist outlines the writing skills associated with AO4 (i) & (ii) that candidates at all competence levels may be expected to attempt to employ in their responses.

Credit any other valid strategies used that are not mentioned below.

Communicate clearly and effectively and imaginatively, demonstrating:

a handling of the topic in such a way as to positively develop the reader’s interest

use of a style that builds a positive relationship with the target audience

possible use of anecdotes/humour to enliven the writing and so engage the audience.

Adapting form and vocab to task and purpose in ways that engage the reader, demonstrating:

a conscious awareness of the reader as audience

a use of tone that is designed to engage and sustain the audience’s attention

use of vocabulary that is in keeping with the task and audience to enhance, enrich and enliven the writing

Organise info and ideas into structured, sequenced sentences, paragraphs and whole texts demonstrating:

a sense of logical progression – the reader being led through the writer’s experience

the use of opening and closing paragraphs

the deployment of topic sentences for different paragraphs

development that uses conscious organisation to sustain the audience’s interest.

Use a variety linguistic and structural features for cohesion and coherence demonstrating:

a conscious varying of sentence length for effect

the use of connectives to give coherence to paragraphing

the use of rhetorical devices such as the rule of three, questions, hyperbole, etc. to develop interest and a rapport with the audience.

47

Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–4] Characterised by:

an uncomplicated development, relating the incident in a deliberate fashion

a general sense of purpose and audience

a logical structure and a straightforward style

Competence Level 2 [5–8] Characterised by:

a generally effective development that maintains the reader’s interest

a recognition of purpose and audience

a clear structure and an increasingly fluent style

Competence Level 3 [9–12] Characterised by:

a competent development that clearly interests the reader

a confident awareness of purpose and audience

proficiently structured with evidence of a developing, lively style

Competence Level 4 [13–16] Characterised by:

a poised and sophisticated development that commands the reader’s attention throughout

a positive rapport with the audience

assured competence in terms of structure underpinned by a confident style

HIGHER

Task 1 – Personal Writing. Testing AO4 (iii)

Response time: 45 minutes

Max. 8 marks

How AO (iii) feeds through to marks: use the question specific checklist to ascertain the extent to which a candidate has crafted language in order to: use a range sentence structures for clarity, purpose and effect; use accurate punctuation and spelling. The response is then assessed against the five Competence Levels (drawn from grade descriptors) in order to determine a mark that matches the level of performance.

This task specific checklist outlines the writing skills associated with AO4 (iii) that candidates at all competence levels may be expected to attempt to employ in their responses. Credit any other valid strategies used that are not mentioned below.

The range and effectiveness of sentence structuring:

The wider the range and greater the degree of originality and control used in sentence structuring, the more opportunity the candidate gives him/herself to establish a positive rapport with the reader.

More assured and varied manipulation of sentence structuring demonstrates higher levels of competence and is to be rewarded accordingly.

The use made of accurate punctuation and spelling:

Linked to the control of sentence structure is the control of a variety of appropriate punctuation. Here too there is scope for creativity that can help to engage the reader’s interest.

The greater the control and innovation in the use of punctuation the higher will be the reward.

Accuracy in spelling, in isolation, can be misleading; it needs to be viewed beside the range and precision of the vocabulary used.

A limited vocabulary spelt accurately is unlikely to capture the reader’s attention. Examiners should credit ambitious use of vocabulary, where the word may not always be accurately spelt but has been chosen with care to capture the essence of a situation.

Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–2] Characterised by:

a controlled use of straightforward sentence structuring – there will be evidence of some variety in sentence construction and length

a generally secure use of basic punctuation to support structure

generally accurate spelling of straightforward, regular vocabulary

an uncomplicated vocabulary will be evident

Competence Level 2 [3–4] Characterised by:

increasingly sustained competence in the handling of a variety sentence structures – occasionally these may be used for effect

the basics of punctuation – full stops, commas, exclamation and question marks – used accurately, adding clarity to the work

generally accurate spelling including some words with irregular patterns

a greater precision in the use of a widening vocabulary Competence Level 3 [5–6] Characterised by:

a deliberate manipulation of a range sentence structures – conscious control of sentence variety for effect

a proficiently handled range of punctuation that enhances the writing

accurate spelling of most words

an extended vocabulary which is employed with increasing precision Competence Level 4 [7–8] Characterised by:

an assured use of a wide range of sentence structures that enhances the overall effect of the writing in terms of clarity, purpose and audience

confident deployment of a full range of punctuation that facilitates fluency and complements meaning

an extended, apposite vocabulary used with precision – errors will be one-off mistakes or, occasionally, the outcome of ambitious attempts to use complex language

48

Section B: Reading Multi-Modal texts

The Assessment Objectives for AO3:

AO3 (i)

Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate.

AO3 (ii)

Develop and sustain interpretations of writers’ ideas and perspectives.

AO3 (iii) Explain and evaluate how writers use linguistic, grammatical structural and presentational features to engage and influence the reader.

The two tasks and how they meet specific elements of the Assessment Objectives:

Task 2

AO3 (i):

selecting material appropriate to purpose/collating & making c-refs

AO3 (ii):

dev. and sustain interpretations

AO3 (iii): explaining and evaluating how structural and presentational features achieve effects and engage and influence the reader

Task 3

AO3 (i):

selecting material appropriate to purpose/collating & making c-refs

AO3 (ii):

dev. and sustain interpretations

AO3 (iii): explaining and evaluating how a writer uses linguistic, grammatical and structural devices to achieve effects

The examiner will be required to make one assessment in respect of each of the two tasks.

The required process of assessment

1. The following method of marking is to be used:

Each response will be assessed on the basis of a single reading.

Use brief affirmative comments drawn from the Competence Levels descriptors to summarise positive achievement, for example – “a sf. understanding”, “comp. comparison” or “assured eval.

Use ticking to point out creditworthy material.

Use underlining to highlight significant strengths in a response.

Ignore all errors in punctuation, syntax and spelling as they are not being assessed.

2. Using the descriptors from the Competence Levels as a source, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only use snippets from the descriptors for this summary.

49

3.

On the principle of “best fit” select the competence level that comes closest to encapsulating the overall achievement of the answer.

4. Decide upon a final mark by assessing the extent to which a candidate has met all of the requirements of that particular level. This will determine the point that has been reached within it – at the top, in the middle or at the lower end of the mark range. Only after these comments have been noted should a mark be awarded.

For example, a response to Task 2 that is Competence Level 2 could be summarised as follows:

Comp explan Range approp evid

a response to Task 2 that is Competence Level 2 could be summarised as follows: Comp

CL2

6

50

HIGHER

Compare and contrast how presentational devices are used in both DVD covers to make the film appealing? Analyse the use made of: images and colour/layout.

Task 2 – Reading Multi-Modal texts: Presentational devices: Testing AO3 (i) & (ii)

Response time: 10 minutes

Max. 9 marks

How AO3 (i) and (ii) feed through to marks: Use the task specific checklist to ascertain the extent to which a candidate has selected and evaluated evidence to explain how structural and presentational features achieve effects and engage and influence the reader. The overall performance is then assessed against the four Competence Levels (drawn from grade descriptors) in order to determine a mark that that reflects the candidate’s achievement.

Task specific checklist outlining material that candidates at all competence levels may be expected to include in their responses. Credit fully any other valid suggestions/comment.

Presentational devices:

given the visual nature of DVDs both covers naturally rely heavily on image/colour to create their impact

both front covers are built around a central image with the title prominently featured

both characters are carrying guns indicating the style of film that can be expected – the similarity continues in the use of the dark blue background – indicative of trauma and danger. Behind Damon on the left appears to be a flash of light – perhaps an explosion, whereas to the right of Bond we see the outline of an exciting looking location through the silhouette of a glamorous woman – these set the mood/tone for the DVDs and heighten expectations

some of the ‘action’ from each DVD is featured giving an anticipatory glimpse at what the buyer can expect – on the front cover of the ‘Bourne’ cover we see images of love interest and violent action which are mirrored in the smaller, very similar snatches of the movie presented in a montage on the back of both DVDs

the use of yellow/gold on the front cover of ‘Bourne’ for some of the featured images as well as Damon’s name and then on the back cover for its quotes from reviews and the reference to “Incredible Action- Packed Special Features” all tie in and stand out

the layout of the covers is very similar – major images and titles dominate the front covers and the back covers both follow very similar formats: bar codes; the use of phrases from favourable reviews; a collage of images the biggest of which features the star; a segment given over to special features

in the case of ‘Bourne’ the title is emblazoned across the ‘hero’ whilst in ‘Casino’ it is set around the picture of the character. The font used for the title on ‘Casino’ features the visual pun 007 in its title whereas the cross hairs of a telescopic sight centre on the “O” of ‘Bourne’ and “Bourne” is emboldened – both point clearly to the action that features strongly in both

the layouts of the back of the DVDs are again very similar: interwoven smaller images add snippets from the movies to enhance their appeal. They also feature quite a dense paragraph of text as well as a section on special features that once more are designed to tempt the potential purchaser

the spine of both DVDs are very similar in layout, they are fairly functional, like a book end, featuring the title and a head shot of the star of the movie. By describing the ‘Bourne’ DVD as “Collector’s Edition” they are endeavouring to add to its appeal

there is concentrated technical text at the bottom of both. It is not very user-friendly – there is a profusion of logos all adding to the authenticity of the products but not really of significance in promoting them

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Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–3] Characterised by:

a sound overall evaluation of how some of the presentational devices achieve their effects

a straightforward explanation and comparison of how these devices have been used to engage and influence the reader

the development of an appropriate interpretation of the stimulus material through an uncomplicated drawing together of mainly appropriate evidence from both sources

Competence Level 2 [4–6] Characterised by:

a clear evaluation of how the presentational devices have been deployed to achieve their effects

a competent explanation and comparison of how these devices have been manipulated to engage/influence the reader positively

the development of an accurate interpretation of the stimulus materials through a drawing together of a range of appropriate evidence from both sources

Competence Level 3 [7–9] Characterised by:

an assured evaluation of how the presentational devices have been deployed to achieve their particular effects

a confident explanation and comparison of how these devices interact to positively influence and generate engagement within the target audience

the development of a perceptive interpretation of the stimulus materials through a purposeful comparison, drawing together of a range of precisely selected, supporting evidence

HIGHER

Compare and contrast how language has been used in both DVD covers to persuade you that these are exciting action films.

Task 3 Language. Testing AO3 (i), (ii) & (iii)

Response time: 20 minutes

Max. 15 marks

How AO3 (i), (ii) and (iii) feed through to marks: Use the task specific checklist to ascertain the extent to which a candidate has selected and evaluated evidence to develop and sustain interpretations that explain how a writer uses linguistic and structural devices to achieve effects. The overall performance is then assessed against the four Competence Levels (drawn from grade descriptors) in order to determine a mark that that reflects the candidate’s achievement.

Task specific checklist outlining material candidates across the competence levels may be expected to include in their responses. Credit fully any other valid suggestions/comment.

Language:

Bourne’ is marketed more aggressively than ‘Casino’ in that three hugely enthusiastic reviews are spread across the front and back covers quoted: “An adrenaline rush!” – Joel Siegel, Good Morning America; “Mind-Blowing” – Jim Ferguson, Fox-TV and “Heart-Pounding!” – Access Hollywood. By contrast ‘Casino’ is more restrained and relies on a single quote: “The best Bond for decades”.

the expected use of dramatic language and superlatives to engage the reader:

‘Bourne’ – “explosive action-packed hit”/“incredible fight sequences”/“Super- charged, thrill-a-minute spectacular”/“loaded with “Non-stop action!” ‘Casino’ does not go in for such a hard sell – “brave danger together”/“Le Chiffre’s cunning and cruelty”

naturally both use the front cover to focus the reader’s attention on the film’s title

they both use the back of the DVD to present a synopsis of the movie to whet the appetite of potential buyers. Both begin by outlining the predicament that the hero finds himself in

‘Bourne’s’ synopsis opens with a quote that contains a predictable pun whilst ‘Casino’ focuses on putting this prequel in its context amongst the other Bond movies

the ‘Bourne’ synopsis starts by using another review as it reaches a frenzy of excitement, this technique is not employed for the Bond film which by contrast attempts to build a sense of threat and tension to finish: “Trust no one.”

the technical and legal information has to be there but has no persuasive function – this is evident from the minuscule size of the font and the less than generous spacing are evidence that the designers of the covers are not placing emphasis on this section as a means of selling their DVDs

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Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–5] Characterised by:

a sound overall evaluation of how some of the linguistic and structural devices achieve their effects

a straightforward explanation and comparison of how these devices have been used to engage the audience and develop a positive and exciting mood

the development of an appropriate interpretation of the stimulus materials through an uncomplicated drawing together of mainly appropriate supporting evidence from both sources

Competence Level 2 [6–10] Characterised by:

a clear evaluation of how the bulleted linguistic, grammatical and structural devices have been deployed to achieve their effects

a competent explanation and comparison of how these devices have been used in an attempt to engage and manipulate the audience as well as generating a positive and exciting mood

the development of an accurate interpretation of the stimulus materials through a drawing together of a range of a range of appropriate supporting evidence from both sources

Competence Level 3 [11–15] Characterised by:

an assured evaluation of how the bulleted linguistic, grammatical and structural devices have been deployed to achieve their particular effects

a confident explanation of how these devices interact to positively influence and generate engagement within the target audience

the development of an perceptive interpretation of the stimulus materials through a purposeful comparison, drawing together of a range of precisely selected, supporting evidence

General Certificate of Secondary Education 2012 English Language Unit 2: Functional Writing and Reading Non-Fiction

General Certificate of Secondary Education

2012

English Language

Unit 2: Functional Writing and Reading Non-Fiction

Foundation Tier

[CODE]

SPECIMEN

MARK

SCHEME

A General Introduction to the Assessment of CCEA’s GCSE English Language

The style of assessment

The exams will be marked using positive assessment; crediting what has been achieved.

The mark schemes emanate from the Assessment Objectives and are designed to support this positive approach.

The relationship between questions, mark schemes and Levels of Competence.

Each task is designed to test a specified series of Assessment Objectives and every task has an individual mark scheme.

The mark scheme for each task comprises a task specific checklist as well as Competence Levels; each of which details an increasing level of proficiency. Each level of competence is made up of a series of brief statements which, together, describe the essential characteristics of a response at that level.

The job for each examiner is to identify positively what has been achieved and then match the candidate’s level of proficiency to the appropriate level of competence.

AO3: Studying Written Language (Reading): the marking process

The first stage in the assessment of an individual response begins with the examiner highlighting what, within an answer, is creditworthy by:

ticking valid points;

underlining relevant material;

writing positive, very brief, marginal comments – taken from the descriptors for the Competence Levels.

At the conclusion of the response, the examiner is required to select and write down the two/three phrases from the Competence Level descriptors that best summarise the candidate’s achievement.

The process of selecting and noting these comments has the effect of assisting the marker to assess which level best matches the candidate’s achievement.

Once selected, the extent to which a candidate has met the requirements of that particular Competence Level will determine the point that has been reached within the mark range for that level – top, middle or bottom.

The final element of the process is then to write down the mark to be awarded.

The required style of marking will be evident from the pre-marked exemplar scripts that will be distributed to all examiners at every Standardising meeting. These will have been marked and annotated by the senior examining team prior to each Standardising meeting.

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AO4: Writing: the marking process

The marking process is slightly different for the assessment of writing.

Two discrete assessments have to be made.

The first assessment will be used to gauge the candidate’s performance in the first two of the Assessment Objectives for Writing: AO4 (i) and (ii). The second assessment is measured against the final Assessment Objective for Writing: AO4 (iii).

These two assessments will be made discretely. They will be reached employing a similar Competence Level approach to that used in the assessment of AO3: Studying Written language (Reading). The process of awarding marks will be broadly similar to that outlined above.

There is one additional element that makes the assessing of Writing different from that employed in the assessment of Studying Written Language (Reading). Inaccuracies in secretarial skills of writing will be highlighted by the examiner in this section of the exam as they are an integral element within the Assessment Objectives.

The first stage in the assessment of an individual task begins with the examiner highlighting what is creditworthy by:

ticking valid points;

underlining relevant material;

writing positive, brief, marginal comments – taken from the Competence Level descriptors;

Additionally, the examiner will highlight:

errors in spelling, syntax, punctuation and paragraphing – each error only to be circled/noted once.

At the conclusion of the response, the examiner will then select and write down two/three phrases from each of the two sets of Competence Level descriptors (AO4 (i) and (ii) and AO4 (iii)). These will be selected to best summarise the candidate’s achievement.

The process of selecting and noting these comments has the effect of helping the marker to assess which Competence Level best matches the candidate’s achievement.

Once selected, the extent to which a candidate has met the requirements of that particular Competence Level will determine the point that has been reached within it.

The final element of the process is then to write down the mark to be awarded in each case.

The required style of marking will be evident from the pre-marked exemplar scripts that will be distributed to all examiners at every Standardising meeting. These will have been marked and annotated by the senior examining team prior to each Standardising meeting.

These procedures which have been summarised above are described in detail overleaf.

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Paper 2

Section A: Functional Writing

The Assessment Objectives

AO4

Writing

AO4 (i)

Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader.

AO4 (ii)

Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and coherence.

AO4 (iii) Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

All are being assessed.

The examiner will be required to make two distinct assessments: one for AO4 (i) and (ii) and a second assessment for AO4 (iii).

The two required assessments

1. The following method of marking is to be used:

Each response will be assessed on the basis of a single reading.

Use brief affirmative comments to highlight positive achievement, for example – “Simple dev.”, “Broad sense purpose.” or “Incr. fluent”.

Use ticking to point out creditworthy material.

Circle individual spelling errors – circle the same error only once.

Use continuous wavy underlining to highlight failings in grammar and syntax.

One-off errors in punctuation should be noted by writing “p” in the margin.

Consistent omissions or errors in punctuation should be signalled by writing “p” in the margin, using arrows to highlight the extent of the problem.

Failings in paragraphing should be flagged up by writing “para” in the margin.

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2.

Using the descriptors from the competence levels for AO4 (i) and (ii) as sources, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only use snippets from the descriptors for these summaries. (This process of summarising achievement is very important because in making this assessment it becomes clear as to where exactly the answer sits within the appropriate Competence Level.)

3. Next, on the principle of “best fit”, select in turn from the competence levels from AO4 (i) and (ii) the one that comes closest to encapsulating the overall achievement in each case.

4. Decide upon a final mark for each of these two AOs by assessing the extent to which a candidate has met all of the requirements of the particular competence levels. This will determine the point that has been reached within each – at the top, in the middle or at the lower end of the mark range. Only after these comments have been noted should the two marks be awarded.

For example, an answer that is judged to be mainly Competence Level 3 in terms of development and sense of audience but is more Competence Level 2 in relation to style, could be summarised as follows:

AO4 (i) and (ii) uncomplic dev Gen sense purpose Elem style

CL3

10

5. In order to assess AO4 (iii), the same process (step 2 above) is used to make the second assessment only using the Competence Levels that relate to the AO4 (iii).

For example, for an answer that is judged to be mainly Competence Level 3 in terms of sentence structuring and punctuation but is more Competence Level 2 in relation to spelling, the following would offer an adequate summary:

(iii)

Controlled sf sentences Gen secure bas punct Basic voc sp acc

CL3

5

57

Writing at Foundation Tier

AO4 (i)

Communicating clearly, effectively and imaginatively:

This will range from a brief attempt to respond with occasional clarity, to a response that communicates clearly in an uncomplicated manner, presenting relevant personal development.

Using and adapting forms and selecting vocabulary appropriate to task and purpose:

This will range from few signs that vocabulary and form have been consciously adapted to a generally appropriate match of vocabulary and form to task and purpose.

Engaging the reader:

This will range from writing that makes engagement difficult, to work that is appropriate and straightforward and thus has some success in engaging the reader.

AO4 (ii)

Organising information and ideas into well structured and sequenced sentences, paragraphs and whole texts:

This will range from a flow of comments that appear somewhat disjointed to use of a range of straightforward sentences.

At paragraph and text level this will range from an arbitrary use of paragraphs that display little sense of organisation to an uncomplicated grouping of sentences that demonstrate progression. Some use of links will be evident.

AO4 (iii)

Using a range of sentence structures for clarity, purpose and effect:

This will range from a somewhat random or repetitious approach to an increasing control and variation in sentence construction. At the lower end of the mark range the conventions of written English will be largely ignored whilst at top of the mark range these will be handled with a straightforward competence that mainly supports clarity.

Using punctuation and spelling accurately:

This will vary from a haphazard approach to punctuation to a generally sound handling of the more common forms of punctuation.

Spelling will range from generally accurate spelling of basic words through to a generally sound handling of most words in a more extended vocabulary.

58

FOUNDATION

Write a speech for your classmates giving your views on the following issue: “Charity begins at home, but it shouldn’t stop there!”

Task 1 – Functional writing. Testing AO4 (i) and (ii)

Response time: 30 minutes

Max. 16 marks

How AO4 (i) and (ii) feed through to marks: Use the task specific checklist to ascertain the extent to which a candidate has crafted language in order to: write to communicate clearly, effectively and imaginatively; use and adapt forms and select vocabulary appropriate to task and purpose in ways that engage the reader; organise information and ideas into structured and sequenced sentences, paragraphs and whole texts; use a variety of linguistic and structural features to support cohesion and overall coherence. The response is then assessed against the five Competence Levels (drawn from grade descriptors) in order to award a mark that matches the level of performance.

This task specific checklist outlines the writing skills associated with AO4 (i) & (ii) that candidates at all competence levels may be expected to attempt to employ in their responses. Credit any other valid strategies used that are not mentioned below.

Communicate clearly and effectively and imaginatively, demonstrating:

a handling of the topic in such a way as to attempt to positively develop the reader’s interest

use of a style that endeavours to build a positive relationship with the target audience

possible use of anecdotes/humour to engage the audience

Adapting form and vocab to task and purpose in ways that engage the reader, demonstrating:

an awareness of the reader as audience

a use of tone that is meant to engage and sustain the audience’s attention

use of a straightforward vocabulary that is in keeping with the task and audience and that, occasionally, may enliven the writing

Organise info and ideas into structured, sequenced sentences, paragraphs and whole texts demonstrating:

a sense of progression – the reader being taken through the writer’s experience

an awareness of opening and closing paragraphs

some use of topic sentences for different paragraphs

development that uses organisation in an attempt to hold the audience’s interest

Use a variety linguistic and structural features for cohesion and coherence demonstrating:

some variety of sentence length for effect

occasional use of connectives to give coherence to paragraphing

the use of rhetorical devices – the rule of three, questions, hyperbole etc

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Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–4] Characterised by:

some general, rather sketchy development of his/her views on the role of charity today

an unconvincing grasp of purpose and audience

some attempt at simple structuring using a rudimentary style

Competence Level 2 [5–8] Characterised by:

a simple development, relating his/her views about charity in a elementary manner

a broad sense of purpose and/or audience that may not be sustained

a basic structure and an elementary style

Competence Level 3 [9–12] Characterised by:

an uncomplicated development, relating his/her point of view in a deliberate fashion

a unsophisticated understanding of purpose and audience

a logical structure and a straightforward style

Competence Level 4 [13–16] Characterised by:

a generally effective development that maintains the reader’s interest in the subject

a recognition of purpose and audience

a clear structure and an increasingly fluent style

FOUNDATION

Task 1 – Functional writing. Testing AO4 (iii)

Max. 8 marks

How AO4 (iii) feeds through to marks: Use the task specific checklist to ascertain the extent to which a candidate has crafted language in order to: use a range sentence structures for clarity, purpose and effect; use accurate punctuation and spelling. The response is then assessed against the five Competence Levels (drawn from grade descriptors) in order to determine a mark that matches the level of performance.

This task specific checklist outlines the writing skills associated with AO4 (iii) that candidates at all competence levels may be expected to attempt to employ in their responses. Credit any other valid strategies used that are not mentioned below.

The range and efficacy of sentence structures:

The wider the control that a candidate exhibits with regard to sentence structuring, the greater is his/her ability to sustain interest and establish a rapport with the reader. The more competent and varied that manipulation of sentence structure is, the higher will be the mark awarded.

The use made of accurate punctuation and spelling:

Inextricably woven into the fabric of sentence structure is the

control that comes from the accurate use of appropriate punctuation. Here too, there is scope for variety that can help to

engage the reader.

appropriately used, the higher will be the reward.

Accuracy in spelling is, in isolation, potentially misleading; it needs to be viewed in conjunction with the range and precision of the vocabulary that a candidate draws upon. A limited vocabulary spelt accurately is unlikely to capture the reader’s attention. Credit attempts to use vocabulary ambitiously, where the word may not always be accurately spelt but has been chosen with care.

The greater the range of punctuation

Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–2] Characterised by:

little control of sentence structuring – instead, simple connectives used to link ideas; verbs often repeated

occasional use of full stops and commas tends to be the limit of punctuation

some accuracy in the spelling of simple words

the range of vocabulary is narrow

Competence Level 2 [3–4] Characterised by:

a use of basic sentence structuring that offers little variation in construction or length

generally correct use of full stops and the use of some other forms of punctuation

basic vocabulary is usually spelt accurately

a limited vocabulary

Competence Level 3 [5–6] Characterised by:

a controlled use of straightforward sentence structuring – there will be evidence of some variety in sentence construction and length

a generally secure use of basic punctuation to support structure

generally accurate spelling of straightforward, regular vocabulary

an uncomplicated vocabulary will be evident

Competence Level 4 [7–8] Characterised by:

increasingly sustained competence in the handling of a variety sentence structures – occasionally these may be used for effect

the basics of punctuation – full stops, commas, exclamation and question marks – used accurately, adding clarity to the work

generally accurate spelling including some words with irregular patterns

a greater precision in the use of a widening vocabulary

60

Section B: Reading Non-Fiction

The Assessment Objectives for AO3:

AO3 (i)

Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate.

AO3 (ii) Develop and sustain interpretations/of writers’ ideas and perspectives.

AO3 (iii) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to engage and influence the reader.

The task and how it meets specific elements of the Assessment Objectives:

Task 2

AO3 (i):

selecting material appropriate to purpose

AO3 (ii):

developing and sustaining interpretations

AO3 (iii): explaining and evaluating how a writer uses linguistic, grammatical and structural devices to achieve effects

The examiner will be required to make one assessment in respect of the task.

The required process of assessment

1. The following method of marking is to be used:

Each response will be assessed on the basis of a single reading.

Use brief affirmative comments drawn from the Competence Levels descriptors to summarise positive achievement, for example – “a sf. understanding”, “comp. comparison” or “assured eval.”

Use ticking to point out creditworthy material.

Use underlining to highlight significant strengths in a response.

Ignore all errors in punctuation, syntax and spelling as they are not being assessed.

2. Using the descriptors from the Competence Levels as a source, summarise briefly (in two/three phrases) the most significant, positive features of the response. Only use snippets from the descriptors for this summary.

3. On the principle of “best fit” select the competence level that comes closest to encapsulating the overall achievement of the answer.

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4. Decide upon a final mark by assessing the extent to which a candidate has met all of the requirements of that particular level. This will determine the point that has been reached within it – at the top, in the middle or at the lower end of the mark range. Only after these comments have been noted should a mark be awarded.

For example, a response to Task 2 that is Competence Level 2 could be summarised as follows:

Comp explan Range approp evid

a response to Task 2 that is Competence Level 2 could be summarised as follows: Comp

CL2

6

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FOUNDATION

Your task is to explain how the writer holds the reader’s interest. In your answer show the writer has: used a style of writing that is likely and personal; made use of some facts as well as her own opinion; selected words and phrases for effect; and made use of sentence structuring and paragraphing.

Task 2 Reading Non-Fiction. Testing AO3 (i), (ii) & (iii)

Response time: 45 minutes

Max. 24 marks

How AO3 (i), (ii) and (iii) feed through to marks: Use the task specific checklist to ascertain the extent to which a candidate has selected and evaluated evidence to develop and sustain interpretations that explain how a writer uses linguistic and structural features to achieve effects. The performance is then assessed against the five Competence Levels (drawn from grade descriptors) in order to determine a mark that matches the achievement.

Task specific checklist outlining material candidates across the competence levels may be expected to include in their responses. Credit fully any other valid suggestions/comments.

The lively and personal style and tone:

the use of first person narrative helps to sustain the reader’s interest in the various stages of the writer’s family story: “I had finally given in”/“I walked into a charity shop”

writer speaks directly to reader engages interest/curiosity: “Welcome… Nintendo-users!!”/“How long do you think?”

the use of personal details help capture and sustain interest in her personal battle against the Nintendo. She lets the reader into her family life: “She would be unable to fit in at school”/“Melissa just took virtual dogs for walks”

the use of punctuation enlivens the writing and leaves the reader in no doubt as to her feelings: “hideous pink palace decorated with shells??”/“20 minutes tops!!!”

the light-hearted tone conveys a sense of the writer’s personality: “And I fell for it!”/“What a great week that was!”

The use made of fact and opinion:

the writer strongly conveys her thoughts and opinions: “The entire mood was one of anger, pain and frustration”/“Well, I know what the impact was on my children!”

the use of expert opinion to support her views: “Dr Susan Greenfield, a specialist in brain degeneration predicts…”

the blunt factual statement – “I walked into a charity shop and gave it away” – surprises the reader

the use of realistic/true life details throughout add to the reader’s interest in this domestic conflict: “The beds had not been made”/“crammed with a ‘bundle’ of 20 games”/“Then we lost the charger”/“stunned disbelief…real tears”

The selection of words and phrases for effect:

use of direct speech enhances the reader’s enjoyment: “We LOVE you!”/“You’d better behave…time”/“You did what?”

the negative language that strongly conveys her disapproval: “obsessed”/“endless rows”/“mass loss of personal identity”/“totally uninterested in anything”

the use of emotive language: “toxic drug”/“poisoning my children”/“argumentative demons full of aggression”

the use of sarcasm to make her point: “Some people call this constructive”

the use of repetition to strengthen her argument: “… trot around a hideous pink palace”/“playing, and then playing some more”

The use made of sentence structuring and paragraphing:

the unexpected domestic scenario in the form of a long sentence which opens the piece: “As my eight-year old son Jamie hit his five-year old sister Amy on the head…”

the series of four short sentences, set the stage for the reader: “No one had eaten…The dog had not been walked”

short emphatic sentences emphasise the writer’s sense of tension/anxiety: “Except it’s not.”/“The Nintendo had to go.”

the use of lists for emphasis: “over meals, on the loo, in bed at midnight”/“reading, playing music…and making things”

the use of brackets and dashes add to the liveliness of the style of writing: “(Yes I know – oldest trick in the book. And I fell for it!)”/“How long do you think – 20 minutes tops!!!”

the question and emphatic statement which effectively conclude the piece: “Do they miss…the Nintendo? Actually, I think they’ve forgotten all about it!”

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Competence Level 0 [0] No creditworthy response

Competence Level 1 [1–6]

Characterised by:

basic comments in relation to some of the features in the bullet points

reporting that may offer some simple points that may be supported from the text

a partial and simple interpretation of some features

Competence Level 2 [7–12]

Characterised by:

a very straightforward consideration of most of the features highlighted in the bullet points

some basic analysis that may be supported by appropriate evidence

some development of valid, if simple interpretations occasionally supported by straightforward evidence

Competence Level 3 [13–18]

Characterised by:

a consideration of the features highlighted in the bullet points in relation to the desired outcome - sustaining the reader’s interest

straightforward analysis that will be supported by uncomplicated explanations

appropriately developed interpretations backed up by mainly straightforward supporting evidence

Competence Level 4 [19–24]

Characterised by:

an analysis of features highlighted in the bullet points

an examination that will be supported by appropriate explanations

the development of an competent interpretation of the stimulus material through the presentation of appropriate supporting evidence

BLANK PAGE

General Certificate of Secondary Education 2012 English Language Unit 2: Functional Writing and Reading Non-Fiction

General Certificate of Secondary Education

2012

English Language

Unit 2: Functional Writing and Reading