Gcse Ms English Nov08 e

MS2
£2.00
GENERAL CERTIFICATE OF SECONDARY EDUCATION

TYSTYSGRIF GYFFREDINOL ADDYSG UWCHRADD
MARKING SCHEME
ENGLISH
NOVEMBER 2008
INTRODUCTION
The marking schemes which follow were those used by the WJEC for the November 2008
examination in GCSE ENGLISH. They were finalised after detailed discussion at examiners'
conferences by all the examiners involved in the assessment. The conferences were held
shortly after the papers were taken so that reference could be made to the full range of
candidates' responses, with photocopied scripts forming the basis of discussion. The aim of
the conferences was to ensure that the marking schemes were interpreted and applied in the
same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
The WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
ENGLISH NOVEMBER 2008 MARKING GUIDELINES
HIGHER TIER PAPER 1
Examiners' Conference
The Examiners' Conference will be held on Saturday, 8th November at the Copthorne
Hotel, Culverhouse Cross, Cardiff. (Tel: 029 2059 9100) from 9.00 a.m.- 3.00 p.m.
The first priority is for you to become thoroughly familiar with the material on which
the question paper is based. Secondly you should look closely at a number of your scripts
to form an idea of the range of responses.
Recording Marks
All marking must be in red. There must be evidence of marking on every page used by a
candidate; for example, it must be clear to a checker that you have read the final two
sentences on the back of a script. The total mark for Section A (/40) and B (/40) will be
ringed in the right hand margin and transferred to the front page clearly indicated (e.g. A -
15, B - 30). Please note that the 'split' marks required for B1 and B2 should not be
recorded in the margin but in the body of the script (see p.7).
It is of the utmost importance that you record and add marks for Section A correctly. One of
the most common sources of error is simply not recording the score once a question has
been marked. For this reason it is advisable to develop the habit of always entering the
mark gained, even if the candidate has effectively "missed" the question, so that the checker
knows how many sub-totals to look for. The only exception to this should be very poor
scripts where the candidate ignores several questions.
For some questions ticks at the point at which the mark is gained will be sufficient evidence
of your assessment, and these can simply be totalled. Elsewhere, ticks, underlinings and
comments should show how you have judged the quality of an answer. All comments will
be based on the criteria established by the C.E. for the examination.
If for any reason you have particular problems in marking a script (e.g. unlikely interpretation,
handwriting) you should contact your Team Leader directly to decide how to proceed. If s/he
thinks it appropriate, please send the script to Hugh Lester explaining clearly the nature of
the difficulty. Please make a note on the script packet explaining what you have done
(e.g.‘‘Cand 0007 sent to H.L. (refer to C.E.)’’).
Timetable for marking
10 specimen scripts (covering a range of ability) must be sent to your Team Leader as soon
as possible after the Conference. A note of the examination numbers of these candidates
and marks given must be kept. The last dispatch of scripts must be made by Monday,
1st December 2008.
3
General
The mark scheme is not intended to put a barrier between candidates' responses and your
responses to their responses. The success of the marking will depend on your sensitive
reading of texts in Section A and your professional judgement of candidates' answers. The
mark scheme offers some examples and tentative suggestions but does not provide a set of
correct responses. It usually points to levels of achievement expected.
The paper (one hopes) will allow all candidates who have been properly entered for this
examination to show what they know, understand and can do. What follows are only best
guesses about how the paper will work out, and are subject to revision after we have looked
at as many scripts as possible before and during the Conference.
Mark/Grade Scale
For the Higher Tier Paper 1 we aim to establish the following relationship between marks
and grades.
N.B. This tier will lead to awards from grades A* - D; the scale allows for
performances which fall below this on occasion. For all sections/questions, Grade C
represents half of the available marks.
GRADE Qs A1-4 Qs. B1 & B2 GRADE SECTION PAPER

/10 /20 /40 /80
U/F 0-1 0-4 U/F 0-9 0 - 19
E 10 - 14 20 - 29
E/D 2-4 5-9 D 15 - 19 30 - 39
C 20 - 24 40 - 49
C/B 5-7 10 - 14 B 25 - 29 50 - 59
A 30 - 34 60 - 69
A/A* 8 - 10 15 - 20 A* 35 - 40 70 - 80
It is important to remember that a candidate's overall grade will be the result of a large
number of aggregations: unless positive achievement is rewarded where it is shown, as
indicated in the mark scheme, our overall expectations in terms of grade boundaries
will prove unrealistic. In both section, and for the paper as a whole, the aggregation
of marks must be reviewed to check that the overall mark out of 80 places the
candidate at the appropriate grade.
In practice you may find it helpful to use the larger grid which is provided separately.
4
SECTION A (40 marks)
A1. Look at lines 1-17
What do you learn about Buddy and Hazel and the relationship between them
in these lines? [10]
This question tests the ability to read with insight and engagement, to make
appropriate references to texts and to sustain an interpretation.
0 marks: nothing attempted
Give 1 mark to those who make simple comments with occasional reference to the
text, or copy unselectively.
Give 2-4 marks (grades E/D), according to quality, to those who make simple
comments based on surface features of the text and/or show awareness of more
obvious implicit meanings.
Give 5-7 marks (grades C/B), according to quality, to those who make valid, sensible
comments based on a range of appropriate evidence from the text. These answers
should be at least beginning to explore the relationship between the characters.
Give 8-10 marks (grades A/A*), according to quality, to those who reach a detailed
and well-considered interpretation based on analysis and exploration of the text.
These answers should show insight into the relationship between the characters.
Some points:
• Buddy is a lot older than Hazel
• He left school early and works in a garage
• He has his own car, which is his pride and joy (spotlessly clean)
• He smokes and drinks beer, but only drinks when he is with other boys
• He makes Hazel nervous because she doesn’t know how to talk to him
• Their phone conversations are full of pauses and monosyllables
• Buddy finds it difficult to converse with Hazel
• Their conversations are long but shapeless
• Hazel was too young to know how to manipulate men (lies/leading questions)
• She said nothing, mostly
• Buddy didn’t seem to mind at all
• Hazel does not show off her intelligence
• She admits that Buddy would not have minded
• He assumed girls were clever and might have like a ‘controlled display’ of it
• Hazel does not know what he wants or why he goes out with her
• It is possibly because she was there
Some inferences:
• Buddy shows some respect or consideration for Hazel
• The relationship is rather awkward
• They seem an unlikely couple
• They find it difficult to communicate
• They both seem to want to be with someone
• Hazel is more intelligent and reflective
• Buddy is undemanding and easy-going
This is not a checklist and the answers should be marked in levels of response.
Reward valid alternatives.
Remember 5 is a grade C.
5
What are the views of Hazel, her father and her mother about the relationship
with Buddy? [10]
Give 5-7 marks (grades C/B), according to quality, to those who reach a valid,
sensible interpretation based on a range of appropriate evidence from the text.
Give 8-10 marks (grades A/A*), according to quality, to those who reach a detailed
and well-considered interpretation based on analysis and exploration of the text.
Some points:
• Buddy's world is "less alterable" (he is what he is)

• Hazel thinks Buddy is ‘cute’ and that counts for a lot, although he is not a ‘dream’
• she is now ‘normal’ and she seems to like that
• she is included in girls’ conversations
• she is teased
• she doesn’t like having to be in by eleven
• her father does not object to the idea of Hazel having a boyfriend (but he
demands promptness)
• he doesn’t want Buddy hanging around when he brings her home (he is not the
worst)
• Hazel doesn’t accept her father’s argument
• her mother is concerned about ‘cars and accidents’ (hidden agenda)
• Hazel understands her mother’s concerns
• she doesn’t really see any problem
• both parents are fairly tolerant but protective and concerned
6
How does the writer suggest that this relationship is not going to last? [10]
appropriate references to texts and to sustain an interpretation. It also tests
understanding of linguistic and structural devices.
text, or copy unselectively. These answers will struggle to engage with the text and/or
the question.
comments based on surface features of the text, and/or show awareness of more
straightforward implicit meaning. Better answers will make some attempt to address
the issue of ‘how’.
Give 5-7 marks (grades C/B), according to quality, to those who select and begin to
analyse appropriate material from the text. These answers should engage with the
issue of ‘how’, even if they do rely on some narrative or spotting of key quotations.
Give 8-10 marks (grades A/A*), according to quality, to those who select and explore
appropriate material from the text, showing insight into technique and use of
language. These answers should have clarity and coherence and should show
insight into the subtleties of the relationship.
Analysis of ‘how’ is partly a matter of content and partly a matter of style.
Some points that candidates may explore:

• she goes away for the summer
• she is ‘vague’ about where she is going
• she still finds it difficult to be completely open with Buddy
• he arrives ‘unannounced’ and she is ‘almost horrified’
• she is embarrassed by the house/he gives nothing away
• Buddy is awkward when he wants to give her the bracelet
• he looks at her in an ‘odd way’
• he seems to be finding it hard to make his mind up
• his eyes look different as if he is frightened
• her reaction is cool, ‘as if admiring it’
• she feels Buddy now ‘has something ‘ on her
• she seems less than thrilled to be expected to ‘keep’ and ‘watch over’ his identity
• she is even less thrilled to be a possession (language suggests how she feels
about this)
• she removes the bracelet and hides it
• she is ‘embarrassed’ by it, although she persuades herself otherwise
7
What are your thoughts and feelings as you read these lines? [10]
This question tests knowledge and use of text and inference/ interpretation. It also
tests appreciation of language and structure.
0 marks: nothing attempted or fails to engage with the question and/or the text.
comments based on surface features of the text or show some awareness of implicit
meaning. Most answers will probably give a simple response with some reference to
'what happens'. Better answers should attempt to link a personal response to the
text.
Give 5-7 marks (grades C/B), according to quality, to those who make a sensible,
personal response based on appropriate evidence from the text.
Give 8-10 marks (grades A/A*), according to quality, to those who make a well-
considered personal response based on analysis of the text. These answers should
be thorough as well as perceptive.
Some points:
• the end of the affair is perhaps predictable, or maybe regrettable

• Hazel seems to act reasonably and rationally in postponing the date
• Buddy accuses her of ‘making excuses’ (unfair)
• he makes the hurricane a test of her feelings for him/emotional blackmail
• she uses her father's argument (Dad more influential than Buddy?)
• he uses the word ‘love’ for the first time and Hazel is ‘shocked’
• she calls him ‘stupid’ and he hangs up on her
• she misses him but is relieved it is over
• she feels she has escaped a ‘major calamity’
• Buddy never speaks to her again
• he is spiteful in what he says about her
There is room for a range of responses to both characters and to the end of the
relationship. Reward answers which explore the text to reach a coherent personal
response.
8
SECTION B (40 marks)
GRADE DESCRIPTORS
(QUESTIONS B1 AND B2)
The following descriptors have to be applied using the notion of 'best-fit' and there is no
intention to create a hierarchy of writing styles or content. The candidates themselves set
the level of difficulty in terms of the choice of content, form and structure as well as in use of
language. Successful execution must be considered in relation to ambition of approach, and
examiners must be alert to individual interpretations and judge them on their writing merits.
We cannot be too rigid in our suggestions about the length of answers, but responses which
are very short will be self-penalising. Be prepared for the unexpected approach.
N.B. This tier will lead to awards from Grades A* - D; the scale allows for
performances which fall below this on occasion. The Grade C boundary represents
half marks.
For each of B1 and B2 you will be awarding two marks:

• content and organisation (13 marks)
• sentence structure, punctuation, spelling (7 marks)
These marks must be recorded at the end of each response in the body of the script, not in
the margin. The total mark for each of B1 and B2 (out of 20) should be recorded in the right
hand margin and the total for section B (out of 40) ringed and then transferred to the front
cover.
9
B1. Describe the scene at a primary school sports day. [20]
The purpose of this task is to test writing to inform, explain, describe.
Content and organisation (13 marks)
0 marks: nothing written
Band 1 1-3 marks
• there is some relevant content despite uneven coverage, e.g. in descriptive writing there
is a basic sense of place or atmosphere
• some features of organisation or form are appropriate
• paragraphs may be used to show obvious divisions and to group ideas into some order
and sequence
• there is some appropriate selection of detail but often at a general level
• there is a limited range of vocabulary with little variation of word choice for meaning or
effect
Band 2 4-6 marks
• content is relevant and attempts to interest the reader

• the writing is mostly organised in an appropriate form
• paragraphs are logically ordered and sequenced
• there is some attempt to focus on detail – moving from the general to the particular
• there is some range of vocabulary, occasionally selected to create effect or to convey
precise meaning
Band 3 7-9 marks
• the content is relevant and coherent and engages and sustains the reader's interest
• the writing is organised in an appropriate form
• paragraphs are used consciously to structure the writing
• detailed content is well-organised within and between paragraphs
• there is a range of vocabulary selected to create effect or convey precise meaning
Band 4 10-13 marks
• content is well-judged, sustained and pertinent, firmly engaging the reader's interest
• the writing is well-crafted in an appropriate form with distinctive structural or stylistic
features
• paragraphs are effectively varied in length and structure to control detail and progression
• there is a sophisticated organisation of detailed content within and between paragraphs
• a wide range of appropriate, ambitious vocabulary is used to create effect or convey
precise meaning
10
Sentence structure, punctuation and spelling (7 marks)
Band 1 1 mark
• sentences are mostly simple or compound

• compound sentences are linked or sequenced by conjunctions such as 'and' or 'so'
• punctuation (full stops, commas, capital letters to demarcate sentences) is attempted
where appropriate and with some accuracy
• the spelling of simple words is usually accurate
• control of tense and agreement is uneven
Band 2 2-3 marks
• sentences are varied and both compound and complex sentences are used
• there is use of some subordination to achieve clarity and economy
• some control of a range of punctuation, including the punctuation of direct speech
• the spelling of simple and polysyllabic words is usually accurate
• control of tense and agreement is generally secure
Band 3 4-5 marks
• a range of grammatical structures is used to vary the length and focus of sentences
• simple, compound and complex sentences are used to achieve particular effects
• a range of punctuation is used accurately to structure sentences and texts, sometimes to
create deliberate effects, including parenthetic commas
• most spelling, including that of irregular words, is usually correct
• control of tense and agreement is secure
Band 4 6-7 marks
• there is appropriate and effective variation of sentence structures

• there is a sophisticated use of simple, compound and complex sentences to achieve
particular effects
• accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and create
deliberate effects
• virtually all spelling, including that of complex irregular words, is correct
• tense changes are used confidently and purposefully
11
Additional task - specific guidance
Good answers may include some of the following features:
• a clear and coherent perspective (perhaps as a spectator, an official or someone

playing but third-person is the best option)
• a logical structure, observing from a fixed point or across a short period of time
• an evident sense of cohesion with material linked effectively to create overview of the
scene
• a range of appropriate and well-selected physical details (the weather, the stadium
and so on)
• close and well-selected observation of the people in the scene (players, officials and
spectators), their appearance and behaviour and the interaction between them (for
example, couples, individuals, and the other people who enliven the scene)
• use of the senses to convey the sights but also the sounds, smell and atmosphere
• close observation of body language and the emotions of people
• skilful use of snatches of dialogue to establish atmosphere and a sense of character
• some development of reflections on what is observed or experienced by the narrator
• positioning and establishing a relationship with the reader via devices such as
asides, statements, questions, humour, active or passive voice
• ability to move from the general to the particular, observing details precisely and
individually (such as facial expressions or physical objects)
Less successful answers may be characterised by some of the following features:
• uncertain sense of purpose and perspective (for example, a tendency to slip into
narrative, particularly first-person, or the writer spends too long describing the
journey to the event and fails to arrive there)
• less secure control of structure and uncertain or even random sequencing (for
example, an uneasy sense of chronology)
• a tendency for details to be handled in isolation with limited sense of linking or
cohesion
• physical details described in a generalised, formulaic manner with little development
(for example, a single sentence for each topic such as Everyone is happy or
Everyone is waiting for the referee’s decision)
• general rather than specific description of people and a tendency to use
unconvincing stereotypes (for example, all people looking bored, all players feeling
hot and flustered)
• limited range of description (for example, no differentiation between people or
physical details)
• some attempt to use sense impressions but in a formulaic manner ( the scene looked
colourful)
• limited or inappropriate use of dialogue
• little reflection or development of what is observed (for example, a single sentence
such as You see people talking to their neighbours with little or no development)
• very limited awareness of the reader (for example, little use of devices such as
asides, or rhetorical questions)
• a tendency for the description to stay at the level of the general and lack close,
individual detail (for example, everyone is tired)
12
BLANK PAGE
13
B2. Choice of narrative writing task. (See question paper) [20]
The purpose of this task is to test writing to explore, imagine, entertain.
Band 1 1-3 marks
• basic sense of plot and characterisation

• simple chronological writing predominates
• narratives may have a beginning and an ending but content is likely to be undeveloped
• paragraphs may be used to show obvious divisions and to group ideas into some order
and sequence
• limited range of vocabulary is used with little variation of word choice for meaning or effect
Band 2 4-6 marks
• some control of plot and characterisation (e.g. perspective is maintained)

• narrative is beginning to show evidence of some conscious construction (e.g. some
appropriate use of dialogue; topic sentences are supported by relevant detail)
• there is an appropriate beginning and an apt conclusion
• narrative is developed to engage the reader's interest
• there is some range of vocabulary, occasionally selected to create effect or to convey
precise meaning
Band 3 7-9 marks
• overall the writing is controlled and coherent

• plot and characterisation are convincingly sustained (e.g. dialogue helps to develop
character)
• narrative is organised and sequenced purposefully
• narrative has shape, pace and detail, engaging the reader's interest
• detailed content is well organised within and between paragraphs
• paragraphs of varied length are linked by text connectives and progression is clear
• there is some use of devices to achieve particular effects
• there is a range of vocabulary selected to create effect or to convey precise meaning
Band 4 10-13 marks
• the writing is developed with originality and imagination

• plot and characterisation are effectively constructed and sustained
• material is selected and prioritised to maintain interest
• narrative is purposefully organised and sequenced and well paced
• paragraphs are effectively varied in length and structure to control detail and progression
• cohesion is reinforced by the use of text connectives and other linking devices
• devices to achieve particular effects are used consciously and effectively
• a wide range of appropriate, ambitious vocabulary is used to create effect or convey precise
meaning
14
Band 1 1 mark

• compound sentences are linked or sequenced by conjunctions such as 'and' or 'so'
• punctuation (full stops, commas, capital letters to demarcate sentences) is attempted
Band 2 2-3 marks
• some control of a range of punctuation, including the punctuation of direct speech
Band 3 4-5 marks
• a range of grammatical structures is used to vary the length and focus of sentences
• simple, compound and complex sentences are used to achieve particular effects
• a range of punctuation is used accurately to structure sentences and texts, sometimes to
create deliberate effects, including parenthetic commas
Band 4 6-7 marks

• there is a sophisticated use of simple, compound and complex sentences to achieve
particular effects
• accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and create
deliberate effects
15
HIGHER TIER PAPER 2
The Examiners Conference will be held on Saturday, 15th November at the Holiday Inn,
Castle Street, Cardiff (Tel: 0870 4008140) from 9.00 a.m. - 3.00 p.m.
Recording Marks
sentences on the back of a script. The total mark for Section A (/40) and B (/40) will be
ringed in the right hand margin and transferred to the front page clearly indicated (e.g. A -
recorded in the margin but in the body of the script (see p.9).
and marks given must be kept. The last dispatch of scripts must be made by Monday,
8th December 2008.
16
General
Mark/Grade Scale
For the Higher Tier Paper 2 we aim to establish the following relationship between marks
and grades.
N.B. This tier will lead to awards from grades A* - D; the scale allows for performances
which fall below this on occasion. For all sections/questions, Grade C represents half of the
available marks.
GRADE Qs A1-A4 Qs. B1 & B2 GRADE SECTION PAPER

/10 /20 /40 /80
U/F 0-1 0-4 U/F 0-9 0 - 19
E 10 - 14 20 - 29
E/D 2-4 5-9 D 15 - 19 30 - 39
C 20 - 24 40 - 49
C/B 5-7 10 - 14 B 25 - 29 50 - 59
A 30 - 34 60 - 69
A/A* 8 - 10 15 - 20 A* 35 - 40 70 - 80
will prove unrealistic. In both sections, and for the paper as a whole, the aggregation
17
Look at the extract from the telephone interview given by James Cracknell on the
opposite page.
A1. What impressions does James Cracknell give of what it was like to take part in
the race? [10]
text, or copy unselectively. These answers will struggle to engage with the text and/or
the question.
straightforward implicit meaning.
Give 5-7 marks (grades C/B), according to quality, to those who select appropriate
detail from the text to show understanding of the situation. These answers should be
making inferences. Better answers should sustain a valid interpretation.
Give 8-10 marks (grades A/A*), according to quality, to those who explore
appropriate detail from the text with depth and insight. These answers should be
thorough as well as perceptive, covering a range of points accurately and with an
assured grasp of character.
Some points:
• Progress could be very slow (it could be frustrating)
• The weather could be terrible (hurricane)
• It could be claustrophobic and confined (stuck in tiny cabin/like a car boot)
• It was very hard physically (rowing for seven hours/challenging/a battle
against nature)
• Food was in short supply
• They were short of water too (both rationed)
• It was lonely/isolated
• Tensions grew between the men
• It was mentally tough
• It was boring
• It was uncomfortable (sleep difficult and short/cramped/hot)
• It was neither exciting nor glamorous (it was a hard slog)
• A sense of achievement
• Reliant on technology
All of these points can be supported by reference to the text.
NOT "dangerous”
This is not a checklist and the question should be marked in levels of response.
Reward valid alternatives. Remember 5 is a grade C.
18
Look at ‘Heart-throbs of the High Sea’ by Emma Cowing in the separate Resource
Material.
Look at the first column.
A2. According to Emma Cowing, how do women react to Ben Fogle and James
Cracknell? [5]
0 marks: nothing attempted or fails to engage with the text and/or the question
Give 2-3 marks (grades D/C), according to quality, to those who make simple
straightforward implicit meaning.
Give 4-5 marks (grades B/A*), according to quality, to those who select appropriate
detail from the text to identify a range of valid reactions. Better answers should be
making sensible inferences.
• One woman calls them ‘lovely boys’

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

• They are the centre of attention (C/F)
• They want to impress them
The question should be marked in levels of response. Reward valid alternatives.

19
Look at the second column.
A3. Explain why Fogle and Cracknell took part in the Atlantic race. [5]
0 marks: nothing attempted or fails to engage with the text and/or the question
Give 2-3 marks (grades D/C), according to quality, to those who make simple
Give 4-5 marks (grades B/A*), according to quality, to those who reach a valid,
sensible interpretation based on a range of appropriate evidence from the text.
Fogle:
• He says it was ‘a buzz’ (an exciting challenge)

• He wanted to be known as something more than a television presenter
change of
• He wanted to prove there was more to him than ‘Cash in the Attic’ image
Cracknell:
• He enjoyed rowing/rowing a part of him/tough to stop sport

• The idea ‘grew on him’
• He was ‘confused’ about his future career
• He thought he could use the time away to make some decisions about his life
NOT “They”
The question should be marked in levels of response. Reward valid alternatives.

20
Look at the rest of the article.
A4. How does the writer, Emma Cowing, show the dangers and problems faced by
Fogle and Cracknell during the race?
You should consider:

• what she says;
• how she says it. [10]
This question tests the ability to follow an argument, distinguish between fact and
opinion and evaluate how information is presented.
Give 1 mark to those who make simple comments with occasional reference to
the text, or copy unselectively.
obvious implicit meanings/persuasive techniques.
Give 5-7 marks (grades C/B), according to quality, to those who make valid
comments/inferences based on appropriate detail from the text. These answers
should be addressing the issue of ‘how’, although they may rely on some spotting of
key words or quotations. Better answers will have a clear focus on persuasive
technique.
Give 8-10 marks (grades A/A*), according to quality, to those who explore the text in
detail and make valid comments/inferences. These answers should combine specific
detail with overview and be fully engaged with analysis of persuasive technique.
‘How’ is partly a matter of content/presentation and partly a matter of
language/structure. Look for a clear sense of ‘how’ as opposed to simply ‘what’. The
best answers take the ‘extra step’ to analyse the detail rather than spotting it.
Some points the candidates may explore:
• She describes the punishing routine of the race (ninety minutes sleep then
two hours rowing, all day, every day for almost two months)
• She stresses the confined space (the cabin was tiny, airless and ‘like a
coffin’(buried alive))
• She mentions specific incidents (they endured a ‘terrifying’ capsize and a
huge tanker almost hit them ( the size of Canary Wharf))
• She uses interviews with Fogle and Cracknell (Fogle did not learn to row in
advance and Cracknell interrupts ‘sarcastically’)
• She points out their differences in personality (Fogle did not share
Cracknell’s obsession with winning)
• She shows the conflict between them (she details ‘monumental’ arguments
about water supplies and a ‘huge barney’ which led to Fogle telling Cracknell
he ‘hated’ being with him)
• She mentions the loss of contact with the outside world (the satellite phone
was lost and they could not contact relatives)
• She mentions the strain on Cracknell’s marriage and quotes Bev Turner’s
‘starchy’ interview and the ‘frosty’ goodbye
21
Look at both texts.
A5. What do you learn from these two texts about the relationship between Ben
Fogle and James Cracknell?
You should organise your answer into two paragraphs under the following
headings:
• their relationship during the race;

• their relationship after the race. [10]
This question tests the ability to select material appropriate to purpose, to collate
material from different sources and make cross-references.
straightforward implicit meanings. Better answers will see some obvious features of
the relationship.
Give 5-7 marks (grades C/B), according to quality, to those who see a range of points
about the relationship based on appropriate detail from the texts.
Give 8-10 marks (grades A/A*), according to quality, to those who see a thorough
range of points about the relationship based on detailed exploration of the texts.
These answers will probably combine overview with specific detail in a thorough and
perceptive way.
Some points:
During the race

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

• They make appearances together
• Cracknell is ‘puzzled’ by and ‘sarcastic’ about Fogle
• But he smiles
• Fogle asked Cracknell to be his best man
• They seem to have stayed friends/bonded
All of these points can be supported by reference to the text.
Reward valid alternatives. Remember 5 is a grade C.
22
GRADE DESCRIPTORS
The following descriptors have to be applied using the notion of 'best-fit' and there is no
are very short will be self-penalising. Be prepared for the unexpected approach.
N.B. This tier will lead to awards from Grades A* - D; the scale allows for
performances which fall below this on occasion. The Grade C boundary represents
half marks.

cover.
23
B1. You have heard about a sponsored challenge in which participants will have to
do a twenty mile walk across hills and rugged country. Money will be raised for
charity but the challenge will be physically tough.
Write a letter to a friend or relative persuading him or her to join you. [20]
An understanding of purpose, audience and format is particularly important in this

type of writing.
Band 1 1-3 marks
• basic awareness of the purpose and format of the task

• some awareness of the reader / intended audience
• some relevant content despite uneven coverage of the topic
• simple sequencing of ideas provides some coherence
• paragraphs may be used to show obvious divisions or group ideas into some
order
• some attempt to adapt style to purpose / audience (e.g. degree of formality)
• there is a limited range of vocabulary with little variation of word choice for
meaning or effect
Band 2 4-6 marks
• shows awareness of the purpose and format of the task

• shows awareness of the reader / intended audience
• a sense of purpose shown in content coverage and some reasons are given
in support of opinions and ideas
• sequencing of ideas provides coherence
• paragraphs are logically ordered and sequenced (e.g. topic sentences are
supported by relevant detail)
• a clear attempt to adapt style to purpose / audience
• there is some range of vocabulary, occasionally selected to convey precise
meaning or to create effect
Band 3 7-9 marks
• shows clear understanding of the purpose and format of the task

• shows clear awareness of the reader / intended audience
• clear sense of purpose shown in content coverage; appropriate reasons given
in support of opinions/ ideas
• ideas are shaped into coherent arguments
• paragraphs are used consciously to structure the writing
• style is adapted to purpose / audience
• there is a range of vocabulary selected to convey precise meaning or to create
effect
24
Band 4 10-13 marks
• shows sophisticated understanding of the purpose and format of the task

• shows sustained awareness of the reader / intended audience
• content coverage is well-judged, detailed, and pertinent
• arguments are convincingly developed and supported by relevant detail
• ideas are selected and prioritised to construct sophisticated argument
• paragraphs are effectively varied in length and structure to control
progression
• confident and sophisticated use of a range of stylistic devices adapted to
purpose/audience
• a wide range of appropriate, ambitious vocabulary is used to create effect or
convey precise meaning
Band 1 1 mark

• compound sentences are linked or sequenced by conjunctions such as 'and'
or 'so'
• punctuation (full stops, commas, capital letters to demarcate sentences) is
attempted where appropriate and with some accuracy
Band 2 2-3 marks
• some control of a range of punctuation, including the punctuation of direct
speech
Band 3 4-5 marks
• a range of grammatical structures is used to vary the length and focus of

sentences
• simple, compound and complex sentences are used to achieve particular
effects
• a range of punctuation is used accurately to structure sentences and texts,
sometimes to create deliberate effects, including parenthetic commas
Band 4 6-7 marks

• there is a sophisticated use of simple, compound and complex sentences to
achieve particular effects
• accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity
and create deliberate effects
25
Additional task-specific guidance
• a sustained sense of register and purpose (this is informal and persuasive)

• a clear and coherent approach (for example, the reader should be in no doubt
about the intention of the letter)
• a logical structure within which any argument is pursued effectively and
clearly ( for example, the writing is organised methodically into paragraphs
with a clear and developing argument)
• an evident sense of cohesion with material linked effectively (use of
connectives/subordination and topic sentences which are supported by
relevant detail)
• a range of appropriate and well-selected details to illustrate and give
substance to ideas and opinions (skilful use of facts/figures/anecdotes)
• some development of ideas and opinions (perhaps involving alternative views
and ‘pros and cons’)
• positioning and establishing a relationship with the reader via devices such as
asides, questions, humour, references to shared experience, use of active or
passive voice (clear sense of audience)
• ability to move from the general to the particular or vice-versa (specific
examples used within a coherent approach to the topic)
• clear understanding of format (for example, conventions of layout for an
informal letter, appropriate salutation and conclusion)
• uncertain sense of purpose and register (for example, no clear point of view
or misjudging the level of formality)
• less secure control of structure (uncertain or random sequencing and
paragraphing with an uneasy sense of argument)
• a tendency for details to be handled in isolation with limited sense of linking or
cohesion (uneasy with connectives/subordination)
• details are thin or generalised with little sense of development (for example, a
single sentence for each topic such as you have never walked anywhere
before
• limited development of ideas/opinions and a tendency to simple assertion (for
example, you wilt like it)
• very limited awareness of the reader (for example, little attempt to position or
engage the reader through devices such as questions, statements, asides,
touches of humour)
• a tendency for comments to stay at the level of the ‘general’ and to lack
specific examples
• limited understanding of format (for example, the conventions of layout are
omitted or misused)
26
BLANK PAGE
27
B2. You have to give a talk to your class with the title ‘Mobile Phones: a blessing or
a curse?’
Write what you would say? [20]

type of writing.
Band 1 1-3 marks
• basic sense of plot and characterisation

• simple chronological writing predominates
• narratives may have a beginning and an ending but content is likely to be
undeveloped
• paragraphs may be used to show obvious divisions and to group ideas into
some order and sequence
• limited range of vocabulary is used with little variation of word choice for meaning
or effect
Band 2 4-6 marks
• some control of plot and characterisation (e.g. perspective is maintained)

• narrative is beginning to show evidence of some conscious construction (e.g.
some appropriate use of dialogue; topic sentences are supported by relevant
detail)
• there is an appropriate beginning and an apt conclusion
• narrative is developed to engage the reader's interest
• there is some range of vocabulary, occasionally selected to create effect or to
Band 3 7-9 marks
• overall the writing is controlled and coherent

• plot and characterisation are convincingly sustained (e.g. dialogue helps to
develop character)
• narrative is organised and sequenced purposefully
• narrative has shape, pace and detail, engaging the reader's interest
• detailed content is well organised within and between paragraphs
• paragraphs of varied length are linked by text connectives and progression is
clear
• there is some use of devices to achieve particular effects
• there is a range of vocabulary selected to create effect or to convey precise
meaning
28
Band 4 10-13 marks
• the writing is developed with originality and imagination

• plot and characterisation are effectively constructed and sustained
• material is selected and prioritised to maintain interest
• narrative is purposefully organised and sequenced and well paced
• paragraphs are effectively varied in length and structure to control detail and
progression
• cohesion is reinforced by the use of text connectives and other linking devices
• devices to achieve particular effects are used consciously and effectively
• a wide range of appropriate, ambitious vocabulary is used to create effect or
Band 1 1 mark

• compound sentences are linked or sequenced by conjunctions such as 'and'
or 'so'
Band 2 2-3 marks
• some control of a range of punctuation, including the punctuation of direct
speech
Band 3 4-5 marks
• a range of grammatical structures is used to vary the length and focus of

sentences
• simple, compound and complex sentences are used to achieve particular
effects
• a range of punctuation is used accurately to structure sentences and texts,
Band 4 6-7 marks

• there is a sophisticated use of simple, compound and complex sentences to
achieve particular effects
• accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity
and create deliberate effects
29
y a sustained sense of register and purpose which meets the requirement for
an article (for example, a lively, opinionated or witty approach)
y a clear and coherent approach (perhaps looking in detail at one aspect of the
topic or ranging more widely)
y a logical structure within which any argument is pursued effectively and
clearly
y an evident sense of cohesion with material linked effectively (use of
connectives/subordination)
y a range of appropriate and well-selected details to illustrate and give
substance to ideas and opinions (skilful use of facts/figures/anecdotes)
y some development of ideas and opinions (perhaps involving alternative
views)
y positioning and establishing a relationship with the reader via devices such as
asides, questions, humour, use of active or passive voice and other
journalistic devices (clear sense of audience)
y ability to move from the general to the particular or vice-versa (specific
y clear understanding of format (for example, use of columns or sub-headings
or headlines or other features of newspapers/magazines)
y uncertain sense of purpose and register (for example, ignoring the

requirement for an article)
y less secure control of structure (uncertain or random sequencing/no clear
sense of argument)
y a tendency for details to be handled in isolation with limited sense of linking or
y details are thin or generalised with little sense of development (for example, a
single sentence for each topic such as everyone likes mobile phones)
y limited development of ideas/opinions and a tendency to simple assertion (for
example, not having a mobile phone is ridiculous)
y very limited awareness of the reader (for example, little use of journalistic
devices)
y a tendency for comments to stay at the level of the ‘general’ and to lack
specific examples
y limited understanding of the features of newspapers/magazines (for example,
headlines, sub-headings, columns).
30
FOUNDATION TIER PAPER 1
The Examiners' Conference will be held on Saturday, 8th November at the Copthorne
Hotel, Culverhouse Cross, Cardiff. (Tel: 029 2059 9100) from 9.00 a.m.- 3.00 p.m.
Recording Marks
sentences on the back page of a script. The total mark for Section A (/40) and B (/40) will be
ringed in the right hand column and transferred to the front page clearly indicated (e.g. A -
recorded in the margin, but in the body of the script. (see p.7).
and marks given must be kept. The last dispatch of scripts must be made by Monday, 1
December.
31
General
Mark/Grade Scale
For the Foundation Tier Paper 1 we aim to establish the following relationship between
marks and grades.
N.B. This tier will lead to awards from grades C-G; the scale allows for performances
which exceed this on occasion. For all sections/questions, Grade E represents half of
the available marks.
GRADE Qs.A1-4 Qs.B1 & B2 GRADE SECTION PAPER

BAND /10 /20 /40 /80
U 0-1 0-4 U 0-9 0-19
G 10-14 20-29
G-F 2-4 5-9 F 15-19 30-39
E 20-24 40-49
D/E 5-7 10-14 D 25-29 50-59
C 30-34 60-69
C/B 8-10 15-20 (B) 35-40 70-80
In practice you may find it helpful to use the larger grid, which is provided separately.
32
Read again lines 1-18
A1. What thoughts and feelings do Margie and Tommy have about the 'real book'? [10]
You must use the text to support your answer.
This question tests knowledge and use of text and inference and interpretation.
0-1 mark - Question not attempted or candidates struggle to engage with the text and/or
question.
2-4 marks (G/F grades), according to quality, to those who copy unselectively or make
unsupported assertions or make simple comments with occasional references to surface features
of the text.
5-7 marks (E/D grades), according to quality, to those who make simple comments/inferences
with reference to surface features of the text.
8-10 marks (C/B grades), according to quality, to those who select appropriate detail to explore
Margie and Tommy’s feelings.
y Margie felt excited/intrigued at first (she wrote about it in her diary/underlined the word
‘real’/used an exclamation mark);
y She thought it was ‘very old’/ from a very distant past remembered by her grandfather’s
grandfather;
y They felt confused/unlike anything they had seen before;
y They felt they must treat the book with care – they ‘carefully’ turned the pages;
y They thought it was ‘awfully funny’ because the words stood still;
y They felt surprised that the words were still there when you turned the page back;
y Tommy thought books were a waste in the old days because he thought you just threw it
away – he is ‘dismissive’ of them;
y He thought it was less efficient than a television screen;
y Margie thinks the same;
y Tommy is interested in the book – he points “without looking, because he was busy
reading”;
y Margie is curious about the book’s content;
y Margie was ‘scornful’ of the subject matter/ she could not believe anyone could write
about school.
Reward valid alternatives. This is not a checklist and the question should be marked in levels of
response.
Remember 5 marks is just grade E.
33
Read again lines 19-34
A2. What do we learn about how Margie is educated? Why does she hate the way
she is taught? [10]
This question tests knowledge and use of text and inference and interpretation.
question.
unsupported assertions or make simple comments with occasional references to surface
features of the text.
5-7 marks (E/D grades), according to quality, to those who make simple
comments/inferences with reference to surface features of the text.
8-10 marks (C/B grades), according to quality, to those who make sensible comments and
inferences supported by a range of textual evidence.
How she was educated:

y her ‘school’ is an ‘electronic teacher’;
y she had ‘test after test’;
y she had to learn a special punch code to put her answers in;
y the machine can break down;
y when her machine broke down the County Inspector had been called in;
y the electronic teacher was ‘large and black and ugly’;
y all her lessons were on screen;
y the ‘teacher’ calculated her mark very quickly;
y it’s very different from education today.
Why she hates the way she is taught:

y the work seems relentless;
y she had “been doing worse and worse”;
y she hates the fact that when the machine breaks down, it is easily fixed;
y she hated the slot where she had to put her homework and tests;
y school was impersonal;
y the machine sets the tempo;
y there is ‘no hiding place’!
y it’s boring.
Reward valid alternatives. This is not a checklist and the question should be marked in
levels of response.
34
Read again lines 35-62.
A3. How does Tommy behave towards Margie in these

lines?
[10]
You should track through the lines carefully, using the text to support your
answer.
This question tests knowledge of the text, inference and interpretation. It also tests
appreciation of language.
question.
2-4 marks (G / F grades), according to quality, to those who copy unselectively or make
unsupported assertions or make simple comments with occasional references to surface
features of the text.
5-7 marks (E / D grades), according to quality, to those who make simple comments
/ inferences with reference to surface features of the text.
8-10 marks (C /B grades), according to quality, to those who select appropriate detail to
support valid views about Tommy’s behaviour. These answers may rely on narrative detail
to some extent but they should show some awareness of the writer’s use of language.
y he is superior towards her (‘looked at her with very superior eyes’);

y he calls her “stupid”;
y he speaks ‘smugly’;
y he is patronizing - he pronounces words carefully – as if she didn’t understand -
centuries;
y he is hurtful;
y he explains/tells her/delights in showing off his knowledge of how the schools used to
be different - with a human teacher;
y he sounds confident in his knowledge – he says ‘sure’/’sure’;
y he laughs at her ignorance (exaggerates his laughter by ‘screaming with laughter’);
y he makes fun of her – (‘You don’t know much, Margie’);
y he is smug about his superior knowledge of schools and teachers;
y he is selfish - he moves away so that she can’t read the book;
y he teases her – by not giving a clear answer when she asks to read the book
(‘“Maybe” he said casually’).
Reward valid alternatives. This is not a checklist and the question should be marked
in levels of response.
35
Read again lines 63-76.
A4. What are Margie’s thoughts and feelings in these lines: [10]
y about the way she is taught;
y about school in the old days?
You must use the text to support your answer.
question.
simple comments with occasional references to text.
5-7 marks (E/D grades), according to quality, to those who make simple comments based on
surface features of the text.
8-10 marks (C/B grades), according to quality, to those who select and explore appropriate
detail from the text to show a good understanding of the character’s thoughts and feelings.
Some points candidates may explore:
y about the way she is taught.

y she feels ‘reluctant’ to go into the schoolroom – she doesn’t enjoy doing her
schoolwork;
y she feels she cannot escape from her electronic teacher: “it was always on at the
same time every day”;
y she feels alone/isolated in her learning;
y the learning with the electronic teacher is impersonal
y she feels miserable/bored/fed up - she puts her homework in the slot with a ‘heavy
sigh’
y she hates the way she is taught.
y about school in the old days.

y she thinks school would have been fun/good;
y she thinks about them ‘laughing and shouting in the schoolyard’;
y she likes the idea of children sitting together/going home together;
y she thinks about how they learned the same things and could help each other;
y she thinks having real people as teachers would be better than her electronic
teacher;
y she thinks the kids must have loved school in the old days - ‘the fun they had’.
Reward valid alternatives. This is not a checklist and the question should be marked
in levels of response.
36
GRADE DESCRIPTORS
The following descriptors have to be applied using the notion of best-fit and there is no
are very short, will be self-penalising. Be prepared for the unexpected approach.
N.B. This tier will lead to awards from Grades C-G; the scale allows for performances
which are above this on occasion. The Grade E boundary represents half marks.

cover.
37
B1. Describe the scene at a primary school sports day. [20]
Band 1 1-6 marks
y there is some relevant content despite uneven coverage, e.g. in descriptive

writing there is a basic sense of place or atmosphere
y some features of organisation or form are appropriate
y paragraphs may be used to show obvious divisions and to group ideas into
y there is some appropriate selection of detail but often at a general level
y there is a limited range of vocabulary with little variation of word choice for
meaning or effect
Band 2 7-9 marks
y content is relevant and attempts to interest the reader

y the writing is mostly organised in an appropriate form
y paragraphs are logically ordered and sequenced
y there is some attempt to focus on detail – moving from the general to the
particular
y there is some range of vocabulary, occasionally selected to create effect or to
Band 3 10-13 marks
y the content is relevant and coherent and engages and sustains the reader's
interest
y the writing is organised in an appropriate form
y paragraphs are used consciously to structure the writing
y detailed content is well-organised within and between paragraphs
y there is a range of vocabulary selected to create effect or convey precise
meaning
38
Band 1 1-3 marks
y sentences are mostly simple or compound

y compound sentences are linked or sequenced by conjunctions such as 'and' or 'so'
y punctuation (full stops, commas, capital letters to demarcate sentences) is attempted
y the spelling of simple words is usually accurate
y control of tense and agreement is uneven
Band 2 4-5 marks
y sentences are varied and both compound and complex sentences are used
y there is use of some subordination to achieve clarity and economy
y some control of a range of punctuation, including the punctuation of direct speech
y the spelling of simple and polysyllabic words is usually accurate
y control of tense and agreement is generally secure
Band 3 6-7 marks
y a range of grammatical structures is used to vary the length and focus of sentences
y simple, compound and complex sentences are used to achieve particular effects
y a range of punctuation is used accurately to structure sentences and texts,
y most spelling, including that of irregular words, is usually correct
y control of tense and agreement is secure
39
y a clear and coherent perspective (perhaps as a spectator, an official or someone

playing but third-person is the best option)
y a logical structure, observing from a fixed point or across a short period of time
y an evident sense of cohesion with material linked effectively to create overview of the
scene
y a range of appropriate and well-selected physical details (the weather, the stadium
and so on)
y close and well-selected observation of the people in the scene (players, officials and
spectators), their appearance and behaviour and the interaction between them (for
example, couples, individuals, and the other people who enliven the scene)
y use of the senses to convey the sights but also the sounds, smell and atmosphere
y close observation of body language and the emotions of people
y skilful use of snatches of dialogue to establish atmosphere and a sense of character
y some development of reflections on what is observed or experienced by the narrator
asides, statements, questions, humour, active or passive voice
y ability to move from the general to the particular, observing details precisely and
individually (such as facial expressions or physical objects)
y uncertain sense of purpose and perspective (for example, a tendency to slip into
narrative, particularly first-person, or the writer spends too long describing the
journey to the event and fails to arrive there)
y less secure control of structure and uncertain or even random sequencing (for
example, an uneasy sense of chronology)
cohesion
y physical details described in a generalised, formulaic manner with little development
(for example, a single sentence for each topic such as Everyone is happy or
Everyone is waiting for the referee’s decision)
y general rather than specific description of people and a tendency to use
unconvincing stereotypes (for example, all people looking bored, all players feeling
hot and flustered)
y limited range of description (for example, no differentiation between people or
physical details)
y some attempt to use sense impressions but in a formulaic manner ( the scene looked
colourful)
y limited or inappropriate use of dialogue
y little reflection or development of what is observed (for example, a single sentence
such as You see people talking to their neighbours with little or no development)
y very limited awareness of the reader (for example, little use of devices such as
asides, or rhetorical questions)
y a tendency for the description to stay at the level of the general and lack close,
individual detail (for example, everyone is tired)
40
BLANK PAGE
41
B2. Choice of narrative writing task. (See question paper.) [20]
Band 1 1-6 marks
y basic sense of plot and characterisation

y simple chronological writing predominates
y narratives may have a beginning and an ending but content is likely to be
undeveloped
y paragraphs may be used to show obvious divisions and to group ideas into
y limited range of vocabulary is used with little variation of word choice for
meaning or effect
Band 2 7-9 marks
y some control of plot and characterisation (e.g. perspective is maintained)

y narrative is beginning to show evidence of some conscious construction (e.g.
some appropriate use of dialogue; topic sentences are supported by relevant
detail)
y there is an appropriate beginning and an apt conclusion
y narrative is developed to engage the reader's interest
y paragraphs are logically ordered and sequenced
y there is some range of vocabulary, occasionally selected to create effect or to
Band 3 10-13 marks
y overall the writing is controlled and coherent

y plot and characterisation are convincingly sustained (e.g. dialogue helps to
develop character)
y narrative is organised and sequenced purposefully
y narrative has shape, pace and detail, engaging the reader's interest
y detailed content is well organised within and between paragraphs
y paragraphs of varied length are linked by text connectives and progression is
clear
y there is some use of devices to achieve particular effects
y there is a range of vocabulary selected to create effect or to convey precise
meaning
42
Band 1 1–3 marks

y compound sentences are linked or sequenced by conjunctions such as 'and' or 'so'
Band 2 4-5 marks
Band 3 6-7 marks
y control of tense and agreement is secure.
43
FOUNDATION TIER PAPER 2
Examiners Conference
The Examiners Conference will be held on Saturday, 15th November at the Holiday Inn,
Castle Street, Cardiff (Tel: 0870 4008140) from 9.00 a.m. - 3.00 p.m.
Recording Marks
sentences on the back page of a script. The total mark for Section A and B (/40 in each
case) will be ringed in the right hand column and transferred to the front page clearly
indicated (e.g. A - 24, B - 28). Please note that the 'split' marks required for B1 and B2
should not be recorded in the margin, but in the body of the script (see p.7).
and marks given must be kept. The last dispatch of scripts must be made by Monday, 8
December.
44
General
Mark/Grade Scale
For the Foundation Tier Paper 2 we aim to establish the following relationship between
marks and grades.
N.B. This tier will lead to awards from grades C-G; the scale allows for performances
which exceed this on occasion. For all sections/questions, Grade E represents half of
the available marks.
GRADE Qs.A1-4 Qs.B1 & B2 GRADE SECTION PAPER

BAND /10 /20 /40 /80
U 0-1 0-4 U 0-9 0-19
G 10-14 20-29
G-F 2-4 5-9 F 15-19 30-39
E 20-24 40-49
D/E 5-7 10-14 D 25-29 50-59
C 30-34 60-69
C/B 8-10 15-20 (B) 35-40 70-80
45
Look at the Center Parcs website brochure in the separate Resources Material.
A1. List ten outdoor activities mentioned in the brochure that are available at
Center Parcs. [10]
Award one mark for each point made, up to a maximum of 10:
y sailing
y guided walks
y 3G-Swing
y Tree trekking
y High Ropes of the Action Challenge
y horse-riding
y bird-watching;
y archery
y watersports
y soccer skills training
y abseiling
y canoeing
y paintballing
y movie making
46
A2. How does the website brochure try to persuade readers that a Center Parcs
holiday is good for both children and parents? [10]
0-1 mark - Question not attempted or candidates struggle to engage with the text
and/or question.
Give 2-4 marks (grades G/F), according to quality, to those who copy unselectively,
make unsupported assertions or make simple comments with occasional references to
the text.
Give 5-7 marks (grades E/D), according to quality, to those who say what is in the
brochure or make simple comments/inferences with appropriate references to the text.
Give 8-10 marks (grades C/B), according to quality, to those who make valid
comments based on appropriate detail from the text. These answers should be at
least beginning to address the issue of ‘how’, although they may rely on some ‘spotting
and listing’ of key words or quotations.
‘How’ is partly a matter of content and partly a matter of style
y photographs show families and children enjoying the wide range of activities
y persuasive language: “memories…children will savour forever”; “Let the magic
rub off…”; “vast range of activities” ; “something for everyone”; “inspiring
choice”
For children
y can try a range of activities / lots of choice / “more to keep them entertained..”
y indoor and outdoor activities – lists them
y they will have fun
y make new friends
y learn new skills
y develop confidence
y can be involved at any level of skill
For parents
y the whole family can enjoy time together
y there are ‘expert staff’/they work tirelessly
y the settings are beautiful
y parents will be happy their children have lots to do/have fun/experience new
things
y a range of activities available for parents
y parents can be involved as much or as little as they want
y there is a wide range of ‘superb’ restaurants, with something for everyone
y but there is always time for yourself – you can “sneak off for some time on your
own.”/parents can relax
y children are “in safe hands”
y “extra touches” that make life easier for parents with babies and toddlers
y company has won awards for the quality of provision
y direct address to parents
y Center Parcs make for memorable holidays
levels of response.
47
Now look at the article ‘Family Fun at Center Parcs’ by Robert Lindsay.
A3. What did Robert Lindsay enjoy about going to Center Parcs? How does he
make it clear that he was impressed by his holiday there? [10]
question.
Give 2-4 marks (grades G/F), according to quality, to those who copy unselectively, make
unsupported assertions or make simple comments with occasional references to the text.
Give 5-7 marks (grades E/D), according to quality, to those who say what he enjoyed with
appropriate references to the text (or select quotations with little/no comment. Max 5)
Give 8-10 marks (grades C/B), according to quality, to those who make use based on
appropriate detail from the text to identify what he enjoyed and also begin to address the
issue of ‘how’, although they may rely on some ‘spotting and listing’ of key words or
quotations.
Some points candidates may explore:
What he enjoyed about Center Parcs

y he enjoyed being in a place without cars/without traffic – that was a ‘stress-beater’;
y likes using a bike to get around;
y their lodge – the cool furnishings, the tv, the view, the space etc;
y he enjoyed the massage;
y he suggests there are activities to suit everyone in the family;
y he can leave his children at times but also enjoy activities together;
y the instructors are good;
y there is a huge range of activities to try;
y he enjoyed the way the restaurants ‘catered for every taste’;
y he enjoyed the show that was put on in one restaurant/Sunday brunch;
y he liked it because he could holiday in Britain with his children
How he makes it clear that he was impressed

y he says there are ‘no stresses’ there;
y he calls it a ‘revelation’;
y he says it is a ‘perfect solution’ as a holiday for both parents and children;
y he talks about the lack of cars as an ‘overwhelming positive’ / exclamation mark on
‘No traffic!’;
y the table in the lodge ‘even’ converts into a pool table/specific detail;
y he describes the massage he has as ‘fantastic’;
y he calls the instructors ‘amazing’ and ‘superb’;
y he calls the restaurant ‘great’;
y his children are ‘enthralled’ by the show they see;
y he calls his break ‘invigorating’;
y he now goes to Center Parcs ‘all the time now’/he will go back;
y he has no criticisms of Center Parcs.
levels of response.
48
You should now use details and information from both texts to answer the following
question:
A4. (a) What impression is given of the instructors at Center Parcs?
(b) What makes eating out at Center Parcs a pleasurable experience?
(c) What reasons are given for visitors deciding they might return to Center
Parcs? [10]
(a) In the brochure the impression given of the instructors is:
y they are expert staff

y they are safety-conscious (children “are in safe hands”)/trustworthy
y they can help build confidence/helpful
y they make sure the activities are enjoyable/dedicated
In the article the instructors are described as:
y amazing/superb
y good with children/friendly/welcoming, etc.
y trustworthy/reliable
max = 4
(a) In the brochure, eating out is described as:
y superb
y offering a variety of themed restaurants and continental menus/spoiled for
choice
y a place to relive experiences/remember what makes your family special
In the article, Robert Lindsay says that eating out is pleasurable because:
y the restaurants cater for every taste (“you’ll be spoiled for choice”)
y Center Parcs has a good range (child-friendly zones and ones with their own
wine lists)
y Center Parcs offers a good Sunday brunch
y It’s possible to combine a meal with a cabaret max = 4
(b) Brochure
y to do some of the activities they couldn’t ‘cram into a single visit’

y the children will pester to come back
Article
y because it was an ‘invigorating’ experience

y restored confidence in holidaying in Britain with children
y for a weekend break
y change of scene/get away from domestic stresses
y enjoy being with the kids
max = 4
49
BLANK PAGE
50
GRADE DESCRIPTORS
The following descriptors have to be applied using the notion of best-fit and there is no
are very short, will be self-penalising. Be prepared for the unexpected approach.
N.B. This tier will lead to awards from Grades C-G; the scale allows for performances
which are above this on occasion. The Grade E boundary represents half marks.

cover.
51
B1. A company that runs family activity holidays wants to recruit staff over the
school summer holidays. The company is looking for people who are able to
work well with children and adults, work as part of a team, and carry out a
variety of tasks. You decide to apply for one of the jobs available.
Write your letter of application. [20]

type of writing.
Band 1 1-6 marks
y basic awareness of the purpose and format of the task

y some awareness of the reader / intended audience
y some relevant comment but analysis is basic
y simple sequencing of ideas provides some coherence
y paragraphs may be used to show obvious divisions or group ideas into some
order
y limited attempt to adapt style to purpose / audience (e.g. degree of formality)
meaning or effect
Band 2 7-9 marks
y shows awareness of the purpose and format of the task

y shows awareness of the reader / intended audience
y a sense of purpose shown in analysis / comment and some reasons are given
in support of opinions and recommendations
y sequencing of details and comments provides coherence
y paragraphs are logically ordered and sequenced (e.g. topic sentences are y
y a clear attempt to adapt style to purpose / audience
y there is some range of vocabulary, occasionally selected to convey precise
Band 3 10-13 marks
y shows clear understanding of the purpose and format of the task

y shows clear awareness of the reader / intended audience
y clear sense of purpose shown in analysis / comment; appropriate reasons
given in support of opinions/ ideas
y ideas are shaped into coherent arguments
y paragraphs or sections are used consciously to structure the writing
y style is adapted to purpose / audience
y there is a range of vocabulary selected to convey precise meaning or to
create effect
52
Band 1 1-3 marks

y compound sentences are linked or sequenced by conjunctions such as and or so
Band 2 4-5 marks
Band 3 6-7 marks
53
y a sustained sense of register and purpose which meets the requirement for a letter of
application (for example, a suitably formal tone and offering convincing reasons why
the writer is a suitable applicant)
y a clear and coherent approach (offering a range of skills and aptitudes suitable for
the requirements of the job)
y a logical structure within which relevant information is conveyed effectively and
clearly
y a range of appropriate and well-selected details to illustrate and give substance to
information offered (relevant details of previous part time work or offering names of
people prepared to offer a reference)
y some development of ideas (perhaps showing evidence of specific skills, such as
working with young children)
y positioning and establishing a relationship with the reader (clear sense of audience)
y ability to move from the general to the particular or vice-versa (specific and relevant
y clear understanding of format.
y uncertain sense of purpose and register (for example, ignoring the specific
requirements for the job or showing a limited sense of audience)
y less secure control of structure (uncertain or random sequencing)
• details are thin or generalised with little sense of development (for example, I would
enjoy working with children but giving no evidence why this would be the case)
• limited development of why the writer would be a strong candidate and a tendency to
simple assertion (for example, I like adventure activities so I would be good in this
job)
• very limited awareness of the reader (for example, offering details unrelated to the
demands of the post applied for)
• a tendency for comments about personal strengths and qualities to stay at the level
of the general and to lack specific examples
• limited understanding of the features of a letter of application
54
BLANK PAGE
55
B2. You have to give a talk to your class with the title ‘Mobile Phones: a blessing or
a curse?’
Write what you would say. [20]

type of writing.
Band 1 1-6 marks
y basic awareness of the purpose and format of the task

y some awareness of the reader / intended audience
y some relevant comment but analysis is basic
y simple sequencing of ideas provides some coherence
y paragraphs may be used to show obvious divisions or group ideas into some
order
y limited attempt to adapt style to purpose / audience (e.g. degree of formality)
meaning or effect
Band 2 7-9 marks
y shows awareness of the purpose and format of the task

y shows awareness of the reader / intended audience
y a sense of purpose shown in analysis / comment and some reasons are given
in support of opinions and recommendations
y sequencing of details and comments provides coherence
y paragraphs are logically ordered and sequenced (e.g. topic sentences are
y a clear attempt to adapt style to purpose / audience
y there is some range of vocabulary, occasionally selected to convey precise
Band 3 10-13 marks
• shows clear understanding of the purpose and format of the task

• shows clear awareness of the reader / intended audience
• clear sense of purpose shown in analysis / comment; appropriate reasons
given in support of opinions/ ideas
• ideas are shaped into coherent arguments
• paragraphs or sections are used consciously to structure the writing
• style is adapted to purpose / audience
• there is a range of vocabulary selected to convey precise meaning or to
create effect
56
Band 1 1-3 marks

• compound sentences are linked or sequenced by conjunctions such as and or
so
Band 2 4-5 marks
y some control of a range of punctuation, including the punctuation of direct
speech
Band 3 6-7 marks
y a range of grammatical structures is used to vary the length and focus of

sentences
y simple, compound and complex sentences are used to achieve particular
effects
y sometimes to create deliberate effects, including parenthetic commas
57
y a sustained sense of register and purpose which meets the requirement for an article
(for example, a lively, opinionated or witty approach)
y a clear and coherent approach (perhaps looking in detail at one aspect of the topic or
ranging more widely)
y a logical structure within which any argument is pursued effectively and clearly
y a range of appropriate and well-selected details to illustrate and give substance to
ideas and opinions (skilful use of facts/figures/anecdotes)
y some development of ideas and opinions (perhaps involving alternative views)
asides, questions, humour, use of active or passive voice and other journalistic
devices (clear sense of audience)
y ability to move from the general to the particular or vice-versa (specific examples
used within a coherent approach to the topic)
y clear understanding of format (for example, use of columns or sub-headings or
headlines or other features of newspapers/magazines)
y uncertain sense of purpose and register (for example, ignoring the requirement for an
article)
y less secure control of structure (uncertain or random sequencing/no clear sense of
argument)
y details are thin or generalised with little sense of development (for example, a single
sentence for each topic such as everyone likes mobile phones)
y limited development of ideas/opinions and a tendency to simple assertion (for
example, not having a mobile phone is ridiculous)
y very limited awareness of the reader (for example, little use of journalistic devices)
y a tendency for comments to stay at the level of the ‘general’ and to lack specific
examples
y limited understanding of the features of newspapers/magazines (for example,
headlines, sub-headings, columns).
GCSE English MS Higher and Foundation Tiers (November 2008)/MLJ
58

Gcse Ms English Nov08 e

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Gcse Ms English Nov08 e

Загружено:

Авторское право:

Доступные форматы

MS2

GENERAL CERTIFICATE OF SECONDARY EDUCATION

Timetable for marking

GRADE Qs A1-4 Qs. B1 & B2 GRADE SECTION PAPER

0 marks: nothing attempted

• Buddy's world is "less alterable" (he is what he is)

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

Some points that candidates may explore:

Reward valid alternatives.

• the end of the affair is perhaps predictable, or maybe regrettable

For each of B1 and B2 you will be awarding two marks:

The purpose of this task is to test writing to inform, explain, describe.

Content and organisation (13 marks)

0 marks: nothing written

Band 1 1-3 marks

Band 2 4-6 marks

• content is relevant and attempts to interest the reader

Band 3 7-9 marks

Band 4 10-13 marks

• sentences are mostly simple or compound

Band 2 2-3 marks

Band 3 4-5 marks

Band 4 6-7 marks

• there is appropriate and effective variation of sentence structures

Good answers may include some of the following features:

• a clear and coherent perspective (perhaps as a spectator, an official or someone

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

The purpose of this task is to test writing to explore, imagine, entertain.

Content and organisation (13 marks)

0 marks: nothing written

Band 1 1-3 marks

• basic sense of plot and characterisation

Band 2 4-6 marks

• some control of plot and characterisation (e.g. perspective is maintained)

Band 3 7-9 marks

• overall the writing is controlled and coherent

Band 4 10-13 marks

• the writing is developed with originality and imagination

• sentences are mostly simple or compound

Band 2 2-3 marks

Band 3 4-5 marks

Band 4 6-7 marks

• there is appropriate and effective variation of sentence structures

HIGHER TIER PAPER 2

Timetable for marking

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

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

Look at the first column.

Some points that candidates may explore:

• One woman calls them ‘lovely boys’

• Women are attracted to them/adore

The question should be marked in levels of response. Reward valid alternatives.

Some points that candidates may explore:

• He says it was ‘a buzz’ (an exciting challenge)

• He enjoyed rowing/rowing a part of him/tough to stop sport

The question should be marked in levels of response. Reward valid alternatives.

You should consider:

• their relationship during the race;

During the race

After the race

For each of B1 and B2 you will be awarding two marks:

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

Content and organisation (13 marks)