8704.

01 F
MARK
SCHEME
English Language/English
Unit 2: Functional Writing and Reading
Non-Fiction
Higher Tier
[GEG22]
MONDAY 13 JANUARY, MORNING
General Certificate of Secondary Education
January 2014
8704.01 F 2
A General Introduction to the Assessment of CCEAs GCSE English Language/English
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 tasks, mark schemes and Levels of Competence
Each task is designed to test a specifed series of Assessment Objectives and every task has an
individual mark scheme.
The mark scheme for each task comprises a task specifc checklist as well as Competence Levels, each
of which details an increasing level of profciency. Each Competence Level 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
candidates level of profciency to the appropriate level of competence.
Writing: the marking process
Two discrete assessments have to be made.
The frst assessment will be used to gauge the candidates performance in the frst two of the
Assessment Objectives for Writing (i) and (ii). The second assessment is measured against the fnal
Assessment Objective for Writing (iii).
The frst stage in the assessment of an individual task begins with the examiner highlighting what is
creditworthy by:

underlining and ticking valid points and 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 Writing (i) and (ii)/ Writing (iii). These will be
selected in order to summarise the candidates achievement.
The process of selecting and noting these comments has the effect of helping the marker to assess
which Competence Level best matches the candidates 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 fnal 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.
8704.01 F 3
Studying Written Language (Reading): the marking process
The frst stage in the assessment of an individual response begins with the examiner highlighting what,
within an answer, is creditworthy by:

underlining and ticking valid points and relevant material

writing positive, 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 candidates achievement.
The process of selecting and noting these comments has the effect of assisting the marker to assess
which level best matches the candidates 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 fnal 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.
These procedures, which have been summarised above, are described in detail overleaf.
8704.01 F 4
Section A: Functional Writing
The Assessment Objectives
(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.
(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.
(iii) Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and
spelling.
All are being assessed.
The Assistant Examiner will be required to make two distinct assessments: one for Writing (i) and (ii)
and a second assessment for Writing (iii).
The two required assessments
1. The following style of marking and annotation is to be used:

each response will be assessed on the basis of a single reading

use brief affirmative comments in the margins to highlight positive achievement, for example
rec of p and a, comp dev or clear struct

use underlining and 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

2. At the end of the response, using the descriptors from the Competence Levels for Writing (i) and
(ii) as sources, summarise briefly (in two/three phrases) the most significant, positive features of the
response. Only use snippets from these descriptors for the 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 Competence Levels.
3. Write down the Competence Level from Writing (i) and (ii) that comes closest to encapsulating the
overall achievement.
8704.01 F 5
4. Finally, decide upon a mark by assessing the extent to which a candidate has met all of the
requirements of the particular Competence Level. 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. Write this mark
down.
For example, a response that is judged to be mainly CL 3 in terms of
development and sense of audience but is more CL 2 in relation to style, could be
summarised as follows:
(i) and (ii)
Comp dev
Prof struct CL3 10
Incr fuent style

5. In order to assess Writing (iii), the same process (steps 24 above) is used to make the second
assessment using only the Competence Levels that relate to Writing (iii).
For example, for a response that is judged to be mainly CL 3 in terms of sentence
structuring and punctuation but is more CL 2 in relation to spelling, the following
would offer an adequate summary:
(iii)
Del manip
Gen acc sp
CL3 5


8704.01 F 6
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8704.01 F 8
Section B: Written Language (Reading)
The Assessment Objectives
(i) Read and understand texts, selecting material appropriate to purpose, collating from different
sources and making comparisons and cross-references as appropriate.
(ii) Develop and sustain interpretations of writers ideas and perspectives.
(iii) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features
to achieve effects and engage and influence the reader.
The specific elements of the Assessment Objectives addressed by Task 2:
Task 2 (i) selecting material appropriate to purpose
(ii) dev. and sustain interpretations
(iii) explaining and evaluating how a writer uses linguistic, grammatical and structural devices
to achieve effects
The Assistant Examiner will be required to make one assessment.
The required process of assessment
1 The following style of marking and annotation is to be used:

each response will be assessed on the basis of a single reading

in the margins insert brief affirmative comments drawn from the competence levels to highlight
positive achievement, for example s/f. rev. or assured eval.

use underlining and ticking to point out creditworthy material and to highlight
significant strengths in an answer

ignore all errors in punctuation, syntax and spelling as they are not being assessed
2 At the end of the response, 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 and write down the Competence Level that best encapsulates
the overall achievement of the response.
8704.01 F 9
4 The final stage in the process is to decide upon a 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. Write this mark down.

For example, a response to Task 2 that is CL 2 could be summarised as follows:
Comp. interpret.
CL2 9

Approp. support. evid.
8704.01 F 10
Task 2: Non-Fiction Response time: 45 minutes [24]
Analyse how the writer holds the readers interest through her use of: a style of writing that is lively and
personal words and phrases selected for effect/her own opinion as well as some facts/sentence
structuring and paragraphing.
How Reading (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 explain how linguistic and
structural features achieve effects and engage and influence the reader. The overall performance is
then assessed against the five Competence Levels (drawn from grade descriptors) in order to
determine a mark that matches the candidates achievement.
This task specific checklist outlines the material candidates at all Competence Levels may be
expected to include in their responses. Credit fully any other valid suggestions/comments.
The lively and personal style:
the use of personal anecdote: The other day I bought/In a restaurant last week
her views are presented in an inclusive, conversational style to sustain interest: As parents we dont
mean/get the better of us/all too often the rest of us are just as bad
informal language attempts to develop a rapport with the reader: stuff/kids/out of juice
the tone is lightened through her use of anecdotes: stop the Are we there yet? chorus/Squished
on top of each other in the tent
Words and phrases selected for effect:
the pun used in the title emphasises the serious impact of modern technology on children: its game
over for the kids!
the mixture of sophisticated and informal vocabulary: appease/stop the whining
well-chosen noun strongly conveys her point of view: the enemies of
the descriptive phrase hidden away in their own media bedsits suggests that kids are isolated in
a secretive, clandestine environment
a metaphor is used to surprise and shock/challenge the reader: the electronic babysitter
powerful adjectives are used to present her viewpoint forcefully: damning/hectic
the adjective awash emphasises how homes today are overflowing with toys
repetition is also used to stress the abundance of toys: boxes and boxes
an alliterative phrase is used to elicit sympathy for parents: times are tough
imagery is used to present the camping trip as an idyllic experience to support her viewpoint: fairy
tales by candlelight
the use of personal and possessive pronouns emphasises the relationship between the writer and
the reader: Our tiredness and weakness/We are quick to condemn
The use made of opinion and some facts:
the passage consists largely of opinion based on personal experience: it costs nothing to ban
mobile phones from the dinner table
the writers opinion is reflected in her choice of direct language and use of emphatic statements:
they also kill conversation/children tend to be hidden away/We all know this is true
facts are used to reinforce her view: making children in the UK the unhappiest in Europe
she use expert opinion to support her case: new analysiscarried out by UNICEF
she uses a finding in a survey to back up her personal views on the topic: What made them
happiest, they said
8704.01 F 11
Sentence structuring and paragraphing:
the opening sentence presents the writers opinion forcefully: Convenience and exhaustion are
often the enemies of parental good intentions
short sentences are used to emphasise her argument: We all know this is true./The kids never
looked happier.
a rhetorical question is used to present her strong opinion: Is it so hard to prioritise family time?
the final paragraph summarises the writers main arguments and presents her viewpoint strongly
she ends the article strongly with an emotive statement: their true costis far too high
Competence Level 0 [0]
Characterised by:
no creditworthy response
Competence Level 1 [16]
Characterised by:
consideration of the features highlighted in the bullet points in relation to the desired outcome
holding the readers interest
straightforward review that will be supported by uncomplicated explanations
some appropriately developed interpretations backed up by mainly straightforward supporting
evidence
Competence Level 2 [712]
Characterised by:
an attempt to analyse the features highlighted in the bullet points
an examination that will be supported by appropriate explanations
development of a competent interpretation of some aspects of the stimulus material through the
presentation of appropriate supporting evidence
Competence Level 3 [1318]
Characterised by:
an evaluative approach to the features highlighted in the bullet points
an assessment that will employ some confident explanations
development of an accurate interpretation of the main aspects of the stimulus material through
the presentation of a range of valid supporting evidence
Competence Level 4 [1924]
Characterised by:
an assured evaluation of features in the bullet points
secure analysis that will utilise perceptive explanations
development of a confident interpretation through the drawing together of a range of precisely
selected, accurate, supporting evidence