GCSE English Language. Mark Scheme for November Unit J351A/01: Communication information and ideas. General Certificate of Secondary Education

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1 GCSE English Language Unit J351A/01: Cmmunicatin infrmatin and ideas General Certificate f Secndary Educatin Mark Scheme fr Nvember 2017 Oxfrd Cambridge and RSA Examinatins

2 OCR (Oxfrd Cambridge and RSA) is a leading UK awarding bdy, prviding a wide range f qualificatins t meet the needs f candidates f all ages and abilities. OCR qualificatins include AS/A Levels, Diplmas, GCSEs, Cambridge Natinals, Cambridge Technicals, Functinal Skills, Key Skills, Entry Level qualificatins, NVQs and vcatinal qualificatins in areas such as IT, business, languages, teaching/training, administratin and secretarial skills. It is als respnsible fr develping new specificatins t meet natinal requirements and the needs f students and teachers. OCR is a nt-fr-prfit rganisatin; any surplus made is invested back int the establishment t help twards the develpment f qualificatins and supprt, which keep pace with the changing needs f tday s sciety. This mark scheme is published as an aid t teachers and students, t indicate the requirements f the examinatin. It shws the basis n which marks were awarded by examiners. It des nt indicate the details f the discussins which tk place at an examiners meeting befre marking cmmenced. All examiners are instructed that alternative crrect answers and unexpected appraches in candidates scripts must be given marks that fairly reflect the relevant knwledge and skills demnstrated. Mark schemes shuld be read in cnjunctin with the published questin papers and the reprt n the examinatin. OCR will nt enter int any discussin r crrespndence in cnnectin with this mark scheme. OCR 2017

3 J351/01 Mark Scheme Nvember 2017 Anntatins: Anntatin Meaning t indicate explanatins and analytical cmment fr explanatins that are nt fully clear AO1 Supprting detail Develpment f bservatin/argument AO2 Gd analysis/use f language AO3 cntext AO1/AO3 link r cmparisn AO4 Evaluatin AO2 Structure Relevance t questin Nt relevant t questin Paraphrase r lifting Omissin/needs develpment/needs example Blank Page AO6 Expandable vertical wavy line: errrs f punctuatin/lack f fluency AO6 Expandable hrizntal wavy line: specific errrs f spelling/grammar 3

4 J351/01 Mark Scheme Nvember 2017 Subject-specific Marking Instructins INTRODUCTION Yur first task as an Examiner is t becme thrughly familiar with the material n which the examinatin depends. This material includes: the specificatin, especially the assessment bjectives the questin paper and its rubrics the unseen texts the mark scheme. Yu shuld ensure that yu have cpies f these materials. Yu shuld ensure als that yu are familiar with the administrative prcedures related t the marking prcess. These are set ut in the OCR bklet Instructins fr Examiners. If yu are examining fr the first time, please read carefully Appendix 5 Intrductin t Script Marking: Ntes fr New Examiners. Please ask fr help r guidance whenever yu need it. Yur first pint f cntact is yur Team Leader. Rubric Infringement Candidates may infringe the rubric in the fllwing way: answering tw questins frm Sectin B. If a candidate has written tw answers fr Sectin B, mark bth answers and award the highest mark achieved. 4

5 J351/01 Mark Scheme Nvember 2017 ASSESSMENT OBJECTIVES Candidates are expected t demnstrate the fllwing in the cntext f the cntent described: AO1 AO2 AO3 Identify and interpret explicit and implicit infrmatin and ideas. Select and synthesise evidence frm different texts. Explain, cmment n and analyse hw writers use language and structure t achieve effects and influence readers, using relevant subject terminlgy t supprt their views. Cmpare writers ideas and perspectives, as well as hw these are cnveyed, acrss tw r mre texts. AO4 AO5 AO6 Evaluate texts critically and supprt this with apprpriate textual references. Cmmunicate clearly, effectively and imaginatively, selecting and adapting tne, style and register fr different frms, purpses and audiences. Organise infrmatin and ideas, using structural and grammatical features t supprt cherence and chesin f texts. Candidates must use a range f vcabulary and sentence structures fr clarity, purpse and effect, with accurate spelling and punctuatin. 5

6 J351/01 Mark Scheme Nvember 2017 WEIGHTING OF ASSESSMENT OBJECTIVES The relatinship between the cmpnents and the assessment bjectives f the scheme f assessment is shwn in the fllwing grid: % f GCSE (9 1) AO1 AO2 AO3 AO4 AO5 AO6 Ttal J351/01 Cmmunicating Infrmatin and Ideas % J351/02 Explring Effects and Impact % Ttal % USING THE MARK SCHEME Please study this Mark Scheme carefully. The Mark Scheme is an integral part f the prcess that begins with the setting f the questin paper and ends with the awarding f grades. Questin papers and Mark Schemes are develped in assciatin with each ther s that issues f differentiatin and psitive achievement can be addressed frm the very start. This Mark Scheme is a wrking dcument; it is nt exhaustive; it des nt prvide crrect answers. The Mark Scheme can nly prvide best guesses abut hw the questin will wrk ut, and it is subject t revisin after we have lked at a wide range f scripts. The Examiners Standardisatin Meeting will ensure that the Mark Scheme cvers the range f candidates respnses t the questins, and that all Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and administrative prcedures will be cnfirmed. C-rdinatin scripts will be issued at the meeting t exemplify aspects f candidates respnses and achievements; the c-rdinatin scripts then becme part f this Mark Scheme. Befre the Standardisatin Meeting, yu shuld read and mark in pencil a number f scripts, in rder t gain an impressin f the range f respnses and achievement that may be expected. In yur marking, yu will encunter valid respnses which are nt cvered by the Mark Scheme: these respnses must be credited. Yu will encunter answers which fall utside the target range f Level f Respnse Bands fr the paper which yu are marking. Please mark these answers accrding t the marking criteria. Please read carefully all the scripts in yur allcatin and make every effrt t lk psitively fr achievement thrughut the ability range. Always be prepared t use the full range f marks. 10

7 J351/01 Mark Scheme Nvember 2017 INFORMATION AND INSTRUCTIONS FOR EXAMINERS 1 The c-rdinatin scripts prvide yu with examples f the standard f each band. The marks awarded fr these scripts will have been agreed by the Team Leaders and will be discussed fully at the Examiners C-rdinatin Meeting. 2 The specific task-related ntes n each questin will help yu t understand hw the band descriptrs may be applied. Hwever, these cmments d nt cnstitute the mark scheme. They are sme thughts n what was in the setter s mind when the questin was frmulated. It is hped that candidates will respnd t questins in a variety f ways and will give riginal and at times unexpected interpretatins f texts. Rigid demands fr what must be a gd answer wuld lead t a distrted assessment. 3 Candidates answers must be relevant t the questin. Beware f prepared answers that d nt shw the candidate s thught and which have nt been adapted t the thrust f the questin. Beware als f answers where candidates attempt t reprduce interpretatins and cncepts that they have been taught but have nly partially understd. 4 Candidates answers shuld demnstrate knwledge and understanding f the texts. This knwledge will be shwn in the range and detail f their references t the text. Re-telling sectins f the text withut cmmentary is f little r n value. 11

8 INSTRUCTIONS TO EXAMINERS: A INDIVIDUAL ANSWERS 1 The indicative cntent indicates the expected parameters fr candidates answers, but be prepared t recgnise and credit unexpected appraches where they shw relevance. 2 Using best-fit, decide first which set f Level f Respnse Band Descriptrs best describes the verall quality f the answer. Once the band is lcated, adjust the mark cncentrating n features f the answer which make it strnger r weaker fllwing the guidelines fr refinement. Highest mark: If clear evidence f all the qualities in the band descriptrs is shwn, the HIGHEST Mark shuld be awarded. Lwest mark: If the answer shws the candidate t be brderline (i.e. they have achieved all the qualities f the bands belw and shw limited evidence f meeting the criteria f the band in questin) the LOWEST mark shuld be awarded. Middle mark: This mark shuld be used fr candidates wh are secure in the band. They are nt brderline but they have nly achieved sme f the qualities in the band descriptrs. 3 Be prepared t use the full range f marks. D nt reserve (e.g.) high Level 6 marks in case smething turns up f a quality yu have nt yet seen. If an answer gives clear evidence f the qualities described in the band descriptrs, reward apprpriately. B TOTAL MARKS 1 Transfer the mark awarded t the frnt f the script. 2 The maximum mark fr the paper is 80. 3

9 Questin Answer Marks Guidance 1 a SKILLS: 2 Lk again at lines 1-5. Give tw ways that ne f the prisners AO1i: Identify and interpret explicit and implicit infrmatin and f war was different frm the thers. ideas. Award ne mark each fr each f the fllwing up t a maximum f tw marks: One prisner f war is wearing clthes One prisner f war is a wman Accept qutatins prvided withut qutatin marks. Accept explanatins in the candidate s wn wrds. D nt accept lnger qutatins with the crrect answers embedded. Use a tick fr a crrect answer. Use a caret fr an incrrect answers. 1 b SKILLS: AO1i: Identify and interpret explicit and implicit infrmatin and ideas. Award ne mark fr an answer which explains in the candidate s wn wrds tw ways that the British fficer shwed this prisner f war their cmpassinate attentin. He intrduced her t his messmates He respnded quickly / he lst n time in respnding He cllected articles f clthing He gave her the ditty bag /needles and thread 2 Lk again at lines Explain tw ways the British fficer shwed cmpassinate attentin t this prisner f war. D nt accept a qutatin withut an explanatin. Qutatins shuld be intrduced by he rather than I t shw explanatin Use a tick fr a crrect answer. Use a caret fr an incrrect answers. 4

10 Questin Answer Marks Guidance 2 AO1ii: Select and synthesise evidence frm different texts. Where the candidate s answer cnsistently meets the criteria, the higher mark shuld be awarded. Level 3 (5 6 marks) A detailed respnse which shws a secure ability t synthesise apprpriate ideas and evidence frm bth texts, shwing perceptive understanding f similarities between the tw wmen, including cnceptual ideas. Level 2 (3 4 marks) A respnse which shws sme ability t make cnnectins between ideas and evidence frm bth texts, shwing clear awareness f similarities between the tw wmen. The ideas and evidence selected may nt be equal acrss bth texts. 6 Jeanette and Tammy Duckwrth bth fught in wars. What ther similarities d the tw wmen share? Draw n evidence frm bth texts t supprt yur answer. Give credit fr answers that synthesise evidence frm bth texts. Higher level respnses will draw tgether and synthesise perceptive ideas, using apprpriate evidence frm bth texts. Lwer level respnses will make straightfrward cnnectins between pints and use sme relevant evidence. Give credit fr the quality f the respnse and the skill shwn in the ability t synthesise apprpriate ideas and evidence. Higher level respnses will draw n cnceptual ideas whereas lwer level respnses will select and cmment n mre bvius features. LNK fr relevant similarities Tick fr valid evidence Level 1 (1 2 marks) A respnse which shws limited ability t select and make cnnectins between evidence frm bth texts, shwing little awareness f similarities between the tw wmen. The evidence selected is likely t fcus n mre bvius, surface features f the texts and may be imbalanced acrss the texts. Tick with a questin mark fr ambiguus evidence Wavy line fr inapprpriate evidence Caret fr irrelevant cmments 0 marks N respnse r n respnse wrthy f credit. Candidates may refer t sme f the fllwing pints: 5

11 Questin Answer Marks Guidance Bth shw cncern fr thers Jeanette searches fr her husband n the burning bat and Tammy qutes the Warrir Creed s call never t leave a fallen cmrade. Bth wmen are physically injured/ Bth clse t death in text 1 the wman is badly burnt n her face, neck and legs and in text 2 the wmen has her legs amputated Bth suffered emtinal trauma in text 1 Jeanette sees mangled crpses and is separated frm her husband and in text 2 she is struggling t survive her trauma until she is given emtinal supprt Bth get psychlgical supprt frm sympathetic peple in text 1 Jeanette is helped by the sailrs and the fficer and in text 2 Tammy is helped by tw ther female sldiers Bth wmen get physical supprt in text 1 Jeanette is rescued frm the water and gets new clthes and in text 2 Tammy is taken t hspital and has her hair washed and rm decrated Bth wmen attempt t survive /vercme challenges in text 1 Jeanette jumps ff the burning ship and tries t swim t safety and in text 2 Tammy cunts t vercme the pain In bth texts gender affects the way they are treated Jeanette is singled ut as needing particular care because she is a wman and Tammy feels she has t prve herself in a male-dminated envirnment Bth nly wmen in a male-dminated envirnment Jeanette is the nly wman that is rescued frm the prisner f war bat and Tammy is ne f nly tw wmen in her military unit 6

12 Questin Answer Marks Guidance 3 SKILLS: AO2: Explain, cmment n and analyse hw writers use language and structure t achieve effects and influence readers, using relevant subject terminlgy t supprt their views. Where the candidate s answer cnsistently meets the criteria, the higher mark shuld be awarded. Level 6 (11 12 marks) A skilled analysis which demnstrates a sphisticated appreciatin f hw the writer has used language and structure t achieve effects and influence the reader. Candidates analysis f bth language and structure is cnsistent and detailed. Precisely selected and integrated subject terminlgy deplyed t enhance the respnse. Level 5 (9 10 marks) An analysis which demnstrates a perceptive understanding f hw the writer has used language and structure t achieve effects and influence the reader. 12 Lk again at lines Explre hw Tammy Duckwrth uses language and structure t shw the ways ther wmen helped her t recver frm her injuries. Supprt yur ideas by referring t the text, using relevant subject terminlgy. Give credit fr answers that are supprted by clse and relevant reference t the text and shw hw aspects f language and structure are used t cnvey hw ther wmen helped Tammy t recver frm her injuries. Give credit fr accurate use f relevant terminlgy integrated int respnses, which shws a precise understanding f features and their effect in this text. Candidates must refer t the use f language and structure in their respnse. A respnse which des nt achieve a reasnable balance between references t language and t structure cannt achieve the higher levels, as indicated in the level descriptrs. Anntatins L fr language pints 7

13 Questin Answer Marks Guidance Candidates analysis f bth language and structure is reasnably detailed and balanced. Well chsen subject terminlgy integrated int explanatins. Level 4 (7 8 marks) A develped explanatin which shws a secure understanding f hw the writer has used language and structure t achieve effects and influence the reader. S fr structure pints Tick fr perceptive cmments Wavy line under inaccurate cmments r qutatins Wavy line dwn the side fr material frm wrng part f text Candidates cmment n the effects f bth language and structure, but the explanatin may nt be entirely balanced. Relevant terminlgy shuld be used t develp ideas. Candidates may refer t sme f the fllwing pints: Level 3 (5 6 marks) A clear explanatin which shws a general understanding f hw the writer has used language and structure t achieve effects and influence the reader. Candidates refer t language and structure but may nt give a full explanatin f the effects f bth. Sme use f relevant subject terminlgy t supprt ideas. Level 2 (3 4 marks) A straightfrward cmmentary which shws sme understanding f hw the writer has used language and structure t achieve effects and influence the reader. Candidates are likely t refer mre fully t either language r structure and nte sme features withut explaining the effects. Sme use f subject terminlgy, thugh it may nt always be relevant. Language Tammy Duckwrth uses tw abstract nuns peace and serenity t cnvey the emtinal supprt that enabled her t cntinue her recvery. The graphic nun phrase a fellw amputee is separated by cmmas frm the rest f the sentence t bring hme the reality f Tammy Duckwrth s situatin By calling herself a warrir in paragraph nine Tammy Duckwrth reminds the reader that, even thugh she is injured, she is still a sldier. This is reinfrced by the phrase Wunded Warrir which is emphasized by the use f alliteratin and capitalizatin f the w at the beginning f each wrd. Level 1 (1 2 marks) A descriptive respnse which shws limited awareness f hw the writer has used language and structure t achieve effects and influence the reader. Little r n use f subject terminlgy. 0 marks The wrd warrir has cnntatins which are much mre nble and heric than wuld be cnveyed by simply describing herself as a sldier. She cnveys the clse bnd she shares with ther female sldiers by using the metaphr f sisterhd t suggest that 8

14 Questin Answer Marks Guidance N respnse r n respnse wrthy f credit. their bnd is as clse as a family s. Structure She uses alliteratin in paragraph six friendly face t highlight the imprtance f having anther wman t supprt her. A shrt sentence fllws a lng sentence t sum up paragraph six smetimes it takes anther wman t understand. There is extended alliteratin in paragraph seven the strength t survive sixty secnds t cnvey the difficulty f her recvery. The uncertainty f her recvery is cnveyed by the antithesis in paragraph seven between survive sixty secnds and survive the day. The rhythmic cunting f each secnd is eched by the mnsyllabic rhythm f the final phrase ne at a time and its separatin by a cmma frm the main clause. Delaying the revelatin that Juanita Wilsn is als an 9

15 Questin Answer Marks Guidance amputee until the last sentence in paragraph eight she then tk ff her artificial arm gives it extra impact. The revelatin is freshadwed by the use f dialgue in which Juanita Wilsn reassures Tammy Duckwrth that it will get better. The steadfast supprt ffered by Juanita Wilsn ver a lng perid f time is emphasized by the repetitin f day after day. The range f practical help ffered by Juanita Wilsn is exemplified by the three-part list came t my rm, decrated it and washed my hair. The text ends by emphasizing the cntrast between men and wmen by cntrasting hw the men had their heads shaved ; hers had nt been washed in weeks. A lnger sentence in paragraph ten is fllwed by a much shrter sentence she even used cnditiner which humrusly cnveys the extent f the care she received. 4 SKILLS: Mark the respnse ut f 12 marks (AO4) and ut f 6 marks (AO3) using the tw sets f level descriptrs belw. AO4 (12 marks) Evaluate texts critically and supprt this with apprpriate textual references. Where the candidate s answer cnsistently meets the criteria, the higher mark shuld be awarded. Level 6 (11 12 marks) A sustained critical evaluatin demnstrating a perceptive and cnsidered respnse t the statement and a full explanatin f the impact f the texts n the (AO4) 6 (AO3) 18 (ttal) Bth texts shw hw wmen successfully vercme difficult challenges. Hw far d yu agree with this statement? In yur answer yu shuld: discuss the different challenges each wman faces explain hw far yu think each wman vercmes these challenges cmpare hw the writers present the ways wmen vercme these challenges. Supprt yur respnse with qutatins frm bth texts. This questin assesses AO4 and AO3. AO4 is wrth 12 marks and AO3 is wrth 6 marks. The first tw bullet

16 reader. Cmments are supprted by apt, skilfully selected and integrated textual references. Level 5 (9 10 marks) An infrmed critical evaluatin shwing a thughtful respnse t the statement and clear cnsideratin f the impact f the texts n the reader. Cmments are supprted by persuasive textual references. Level 4 (7 8 marks) A respnse with develped evaluative cmments addressing the statement and sme cmments abut the impact n the reader. Cmments are supprted by well chsen textual references. pints f the questin prmpt candidates t evaluate the text (AO4) and the third bullet pint prmpts candidates t cmpare the texts (AO3). Candidates may cnstruct their answer in respnse t the bullet pints in cmbinatin, and integrate their evaluative and cmparative cmmentary thrughut; this is a valid apprach which may achieve the highest levels fr AO4 and AO3. Give credit fr critical evaluatin f hw far the candidate agrees with the statement. Accept all valid evaluatins which are supprted by apprpriate, integrated references t bth texts. Fr example, sme candidates may cnsider ne wman t have mre successfully vercme her challenges than the ther r t have vercme it in a different way. Candidates may evaluate these ideas in respnse t AO4: Level 3 (5 6 marks) A respnse with clear evaluative cmments and sme awareness f the impact n the reader. Cmments are supprted by apprpriate textual references. Level 2 (3 4 marks) A respnse with straightfrward evaluative cmments and a little awareness f the impact n the reader. Cmments are supprted by sme apprpriate textual references. Level 1 (1 2 marks) A limited descriptin f cntent. Cmments are supprted by cpying r paraphrase. discuss the different challenges each wman faces explain hw far yu think each wman vercmes these challenges In Text 1 Jeanette is dressed at first in an ld jacket and trusers, withut shes, stcking r skirt and faces the challenge f dressing mre apprpriately and cmfrtably She vercmes the challenge successfully, with male help, when she is given needles and thread and creates a mre becming cstume. When the ship began t burn in text 1, Jeanette faced the challenge f finding her husband whm she lked fr n the main deck She did nt successfully vercme this challenge 11

17 0 marks N respnse r n respnse wrthy f credit. because it was impracticable t reach the main deck as the bat was s badly burnt She als seems rather helpless at this stage f the accunt as she wanders t and fr and is surrunded by mangled crpses Her next challenge was t avid being burnt alive n the bat because death frm all quarters stared her in the face She successfully escaped the ship when she divested herself f her clthes and jumped int the water She faced the challenge f staying aflat first with a piece f crk and then with a piece f plank, abut six feet in length She was nt cmpletely successful at staying aflat and had t rescued by a man wh saw she was in distress The fact that her search fr her husband is unattended with success als suggests that Jeanette is less successful. In the first half f text 2 Tammy faces the challenge, as she sees it, that sme wmen used their gender t gain an unfair advantage As a result, she faced the challenge that men in leadership psitins were even less welcming f female trps She is partly successful in vercming this because she prves she is tugh by (implicitly) being a successful sldier In the secnd half the fcus shifts t the difficulty f making a successful recvery frm a life-changing injury. Her next challenge is finding the strength t survive as she recvered in hspital because she was in s much pain She vercame this t sme degree by cunting t sixty ver and ver again but might have fund this 12

18 hard t sustain alne Her ability t cpe with her pain by cunting t sixty prves again that she is tugh and can vercme the challenge f her painful recvery Her next challenge was keeping ging because she felt that she didn t have the strength t survive the day She nly vercame this successfully with the help f Juanita Wilsn wh radiated a peace and serenity that kept me ging She als faced the challenge f feeling bad abut herself because her hair had nt been washed in weeks She needed help t vercme this as well because it was Juanita Wilsn wh came t my rm, decrated it and washed my hair Candidates may make the fllwing cmparisns in respnse t AO3: AO3 (6 marks) Cmpare writers ideas and perspectives as well as hw these are cnveyed acrss tw r mre texts. Level 6 (6 marks) A detailed, interwven cmparisn which explres writers ideas and perspectives and hw they are cnveyed. Level 5 (5 marks) A sustained cmparisn f writers ideas and perspectives and hw they are cnveyed. Level 4 (4 marks) A develped cmparisn f writers ideas and perspectives and hw they are cnveyed. Level 3 (3 marks) A clear cmparisn f writers ideas and perspectives which begins t cnsider hw they are cnveyed. Level 2 (2 marks) 13 The challenges in the tw texts are different because the fcus in text tw is nt just n Tammy but n being a wman sldier The challenge fr Jeanette in text 1, hwever, is mre abut physical survival and finding her husband Text 1 describes the wman s rdeal frm the British fficer s pint f view whereas text 2 is frm the wman s pint f view. The wman is text 1 is almst bjectified as the exceptin, a wman and a female until she is named as Jeanette in paragraph 3. Text 1 als cmments frm a male perspective n the wman s physical appearance, e.g. a mre becming cstume. Text 2 is frm a female perspective and cmments

19 5/6 A respnse which identifies main pints f cmparisn between writers ideas and perspectives. Level 1 (1 mark) A respnse which makes simple pints f cmparisn between writers ideas and perspectives. 0 marks N respnse r n respnse wrthy f credit. that washing her hair with cnditiner will make her feel better nt lk better Text 1 describes the cmpassinate attentin that men whse hearts are made f the right stuff shuld give t wmen. Text 2 is mre abut the writer s determinatin t vercme her injuries I will never quit was a lifeline that helped me survive my injuries. The wman in text 2 qutes the Warrir Creed with its first persn prnun I and adverb never repeated three times. Text 1 describes the sequence f events much mre bjectively while text 2 includes mre descriptin f the wman s thughts and feelings. In bth texts the wmen rely n the help f ther peple t help them t vercme the difficult challenges they face. In text 1 the wman is given practical help ne man gives her a plank t help her swim and anther man helps her t make suitable clthes. In text 2 the help given is much mre emtinal. A female clleague ffers a friendly face and a fellw amputee ffers peace and serenity. Tammy des receive sme practical help, hwever, when Juanita Wilsn came t my rm, decrated it and washed my hair It culd be argued that Tammy Duckwrth mre successfully vercmes her difficulties thrugh her wn determinatin nt just ther s help Text 2 ends with Tammy Duckwrth supprted by a clse friend whereas text 1 ends with Jeanette unable t find her husband 14

20 SKILLS: AO5: Cmmunicate clearly, effectively and imaginatively, selecting and adapting tne, style and register fr different frms, purpses and audiences. AO5: Organise infrmatin and ideas, using structural and grammatical features t supprt cherence and chesin f texts. Where the candidate s answer cnsistently meets the criteria, the higher mark shuld be awarded. Level 6 (21 24 marks) The frm is deliberately adapted t psitin the reader, shwing a sphisticated cntrl f purpse and effect. (AO5) Tne, style and register are ambitiusly selected and deplyed t enhance the purpse f the task. (AO5) There is a skilfully cntrlled verall structure, with paragraphs and grammatical features used t supprt cherence and chesin and achieve a range f effects. (AO5) Level 5 (17 20 marks) (AO5) 16 (AO6) 40 (ttal) 5. Write a pst fr yur blg t describe hw yu successfully vercame a challenging situatin. In yur article yu shuld: explain what the challenging situatin was describe hw yu vercame the challenging situatin cmment n hw successfully yu vercame the situatin OR 6. Write a letter t an emplyer t apply fr a jb yu have always wanted. In yur letter yu shuld: describe the jb yu are applying fr and the cmpany yu want t wrk fr

21 The frm is cnfidently adapted and shws a secure understanding f purpse and audience. (AO5). There is a sustained use f tne, style and register t fulfil the purpse f the task. (AO5) There is a cntrlled verall structure, with paragraphs and grammatical features used t supprt cherence and chesin and achieve particular effects. (AO5) explain why yu think yu are the best persn fr the jb persuade the emplyer t ffer yu the jb. Level 4 (13 16 marks) The frm is adapted t shw a clear understanding f purpse and audience. (AO5) Tne, style and register are chsen t match the task. (AO5) There is a, with paragraphs and grammatical features used t supprt cherence and chesin, well managed verall structure and smetimes fr effect. (AO5) Level 3 (9 12 marks) The frm is sustained and shws clear awareness f purpse and audience. (AO5) Tne, style and register is apprpriate fr the task, with sme incnsistencies. (AO5) There is a clear verall structure, with paragraphs and grammatical features used, mstly securely, t supprt cherence and chesin. (AO5) Level 2 (5 8 marks) The frm, which is mstly apprpriate fr purpse and 16

22 audience, is generally maintained. (AO5) There is an attempt t use a tne, style and register apprpriate t the task. (AO5) There is sme evidence f verall structure, with sme use f paragraphs and grammatical features t supprt cherence and chesin. (AO5) Level 1 (1 4 marks) There is sme attempt t use a frm apprpriate fr purpse and audience. (AO5) There is a limited attempt t use a tne, style and register apprpriate fr the task. (AO5) There is sme attempt t structure the respnse, with limited evidence f paragraphs r grammatical features t supprt cherence and chesin. (AO5) 0 marks N respnse r n respnse wrthy f credit. 17

23 SKILLS: AO6: Use a range f vcabulary and sentence structures fr clarity, purpse and effect, with accurate spelling and punctuatin. Where the candidate s answer cnsistently meets the criteria, the higher mark shuld be awarded. Level 4 (13 16 marks) An ambitius range f sentence structures is used t shape meaning and create impact. Accurate punctuatin is used t enhance clarity and achieve particular effects. (AO6) Vcabulary is precise and subtle, expressing cmplex ideas with clarity. Spelling f irregular and ambitius wrds is accurate, with very ccasinal lapses. (AO6) Level 3 (9 12 marks) A wide range f sentence structures is used fr deliberate purpse and effect. Punctuatin is cnsistently accurate and is used t achieve clarity. (AO6) Vcabulary is smetimes ambitius and used cnvincingly fr purpse and effect. Spelling, including cmplex regular wrds, is accurate; there may be ccasinal errrs with irregular and ambitius wrds. (AO6) Level 2 (5 8 marks) A range f sentence structures is used, mstly securely, and smetimes fr purpse and effect. Punctuatin is generally accurate with ccasinal errrs. (AO6) Vcabulary is apprpriate and shws sme evidence f being selected fr deliberate effect. Spelling is generally accurate with 18

24 ccasinal errrs with cmmn and mre cmplex wrds. (AO6) Level 1 (1 4 marks) Simple sentences are used with sme attempt t use mre cmplex structures. Sme punctuatin is used but there is a lack f cntrl and cnsistency. (AO6) Vcabulary is straightfrward and relevant with mstly accurate spelling f simple wrds. (AO6) 0 marks N respnse r n respnse wrthy f credit. 19

25 OCR (Oxfrd Cambridge and RSA Examinatins) 1 Hills Rad Cambridge CB1 2EU OCR Custmer Cntact Centre Educatin and Learning Telephne: Facsimile: general.qualificatins@cr.rg.uk Fr staff training purpses and as part f ur quality assurance prgramme yur call may be recrded r mnitred Oxfrd Cambridge and RSA Examinatins is a Cmpany Limited by Guarantee Registered in England Registered Office; 1 Hills Rad, Cambridge, CB1 2EU Registered Cmpany Number: OCR is an exempt Charity OCR (Oxfrd Cambridge and RSA Examinatins) Head ffice Telephne: Facsimile: OCR 2017