General Certificate of Secondary Education

January 2014
English Language/English
Unit 1: Personal Writing and Reading
Multi-Modal texts
Higher Tier
[GEG12]
THURSDAY 9 JANUARY, MORNING
8318.01 F
MARK
SCHEME
8318.01 F 2 [Turn over
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 specified series of Assessment Objectives and every task has an
individual mark scheme.

The mark scheme for each task comprises a task specific checklist as well as Competence Levels;
each of which details an increasing level of proficiency. Each 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 proficiency to the appropriate level of competence.
Writing: the marking process
Two discrete assessments have to be made.
The first assessment will be used to gauge the candidates performance in the first two of the
Assessment Objectives for Writing (i) and (ii). The second assessment is measured against the final
Assessment Objective for Writing (iii).
The first 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: initially for Writing (i) and (ii) and then for
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 final element of the process is then to write down the mark to be awarded in each case.
The required style of marking will be evident from the pre-marked exemplar scripts that will be
distributed to all examiners at every standardising meeting. These will have been marked and annotated
by the senior examining team prior to each standardising meeting.
8318.01 F 3
Studying Written Language (Reading): the marking process
The first stage in the assessment of an individual response begins with the examiner highlighting what,
within an answer, is creditworthy by:

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 final element of the process is then to write down the mark to be awarded.
The required style of marking will be evident from the pre-marked exemplar scripts that will be
distributed to all examiners at every standardising meeting. These will have been marked and annotated
by the senior examining team prior to each standardising meeting.
These procedures, which have been summarised above, are described in detail overleaf.
8318.01 F 4 [Turn over
Section A: Personal 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 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

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 piece of the response. Only use snippets from these descriptors for these summaries. This
process of summarising achievement is very important because in making this assessment it
becomes clear as to where exactly the answer sits within the Competence Levels.
3. Write down the Competence Levels for Writing (i) and (ii) that comes closest to encapsulating the
overall achievement.
8318.01 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 CL3 in terms of development and
sense of audience but is more CL2 in relation to style could be summarised as follows:
(i) and (ii)
Comp dev
Prof struct
Increas fluent style
CL3 10

5. In order to assess Writing (iii), the same process (steps 24 above) is used to make the second
assessment, based on the Competence Levels that relate to Writing (iii).

For example, for a response that is judged to be mainly CL3 in terms of sentence
structuring and punctuation but is more CL2 in relation to spelling, the following would
offer an adequate summary:
(iii)
Del manip
Prof punct
Gen acc sp/w voc
CL3 5

8318.01 F 6 [Turn over
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8318.01 F 8 [Turn over
Section B: Studying 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 to engage and influence the reader.
The specific elements of the Assessment Objectives addressed by Tasks 2 and 3:
Task 2 (i) selecting material appropriate to purpose/collating and making c-refs
(ii) dev. and sustain interpretations
(iii) explaining and evaluating how a writer uses linguistic, grammatical and structural devices
to achieve effects
Task 3 (i) selecting material appropriate to purpose/collating and making c-refs
(ii) dev. and sustain interpretations
(iii) explaining and evaluating how structural and presentational features achieve effects and
engage and influence the reader
The examiner will be required to make one assessment in respect of each of the two tasks.
The required process of assessment
1. The following style of marking and annotation is to be used:

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

in the margins use brief affirmative comments drawn from the Competence Levels descriptors
to summarise positive achievement, for example s/f explan, mainly purp c and c or
assur eval

use underlining and ticking to point out creditworthy material and highlight significant
strengths in a response

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 comes closest to
encapsulating the overall achievement of the response.
8318.01 F 9
4. The final stage in the process is to decide upon a final mark by assessing the extent to which a
candidate has met all of the requirements of that particular level. This will determine the point that
has been reached within it at the top, in the middle or at the lower end of the mark range. Write
this mark down.

For example, a response to Task 2 that is a CL2 response could be summarised as
follows:
Mainly purp c and c
Comp explan
Range approp evid
CL2 8


8318.01 F 10 [Turn over
Task 2 Language Response time: 23 minutes approx. Max. 15 marks
Compare and contrast how language has been used in both texts to persuade the reader that each
offers interesting and engaging ways of learning about different aspects of the Titanic.
How AOs (i), (ii) and (iii) feed through to marks: use the task specific checklist to ascertain
the extent to which a candidate has selected and evaluated evidence to develop and sustain
interpretations that explain how a writer uses linguistic devices to achieve effects. The overall
performance is then assessed against the four Competence Levels (drawn from grade descriptors) in
order to determine a mark that matches the candidates achievement.
This task specific checklist outlines the material that candidates at all Competence Levels may be
expected to include in their responses. Credit fully any other valid suggestions/comments.
Language used to persuade:

both use a variety of persuasive language techniques to capture the readers interest:


direct address: you wont miss out/but how much do you really know... in Titanica;
you can take the same journey/see how much youve really learned in Titanic Journey


colloquial language and puns are used in Titanica: Cool things to see ; go deeper at
nmni.com; word play is also used in Titanic Journey: the haunting parallels under the
heading Ghosts
powerful adjectives: mighty/amazing in Titanica; freezing/pitch black/crushing
weight ... intensifies in Titanic Journey
language to emphasise scale: the mighty ship/great ships like Titanic in Titanica;
once great liner/once majestic liner and pride of Belfast in Titanic Journey

both use a series of commands to add to the readers engagement with the material: Prove
it/Come inside/ Watch a Titanic launch ticket being printed in Titanica and Join the
sub/Browse our footage/Use these to create your own ... projects in Titanic Journey. In
Titanica, Follow our Titanic trail suggests an activity-based experience; whereas Join the sub ...
descending into the icy depths in Titanic Journey creates a sense of being part of the adventure

dramatic language is used to hold the readers attention and encourage participation. In Titanica
it reassures the reader that the whole experience will entertain: Finding everything is going
to be fun/Stock up on traditional treats; whereas in Titanic Journey it stresses the learning
opportunities by using imperatives: Find out how/Learn about/Watch as the submarine
navigates

the two texts each have a very different focus and different target audiences. In Titanica the
positive feel in the succinct and comprehensive language is more appropriate for younger readers
and families: Kids Trail/yummy treats/Cool things; whereas in Titanic Journey the language is
more formal and sophisticated in style in approach to reflect an older target audience: a mission to
the wreck/light from the surface disappears/Browse/Observe

both texts involve action from the reader by positively encouraging further activity to extend the
experience using verbs and imperatives: get inspired, be creative in Titanic Journey; Titanica
offers souvenirs of the experience: have your photo taken in historical clothing/take one home
with you!

both offer interactive engagement with the material: Titanica encourages the reader to put
stickers beside each of the must-see cool locations as you are going along; whereas Titanic
Journey offers take part in our special interactive quiz to see how much youve really learned

both make use of engaging sensory details to inform and intrigue the reader: in Titanica we are
told Coal was burned to make steam that powered great ships like Titanic and in Titanic Journey
it draws our attention to the coal on the ocean floor
8318.01 F 11

explore/engage/enjoy the alliterative tagline and the UFTM heading both have a direct appeal in
Titanica; whereas the BBCs Titanic Journey uses the chronological headings and highlights the
website to engage the readers interest: Journey to the Bottom; Ghosts ; bbc.co.uk/titanic
Competence Level 0 [0]
Characterised by:

no creditworthy response
Competence Level 1 [15]
Characterised by:

some overall consideration of how some of the linguistic devices have been used

straightforward explanation of how these devices have been used to engage

mainly appropriate use of comparing and contrasting of evidence from both sources
Competence Level 2 [610]
Characterised by:

some evaluation of how a series of linguistic devices has been deployed to achieve effects

competent explanation of how these devices have been used to engage

the development of a clear interpretation of the stimulus materials through mainly purposeful
comparing and contrasting of a range of appropriate supporting evidence from both sources
Competence Level 3 [1115]
Characterised by:

a thorough and/or assured evaluation of a range of the significant linguistic devices

confident explanation of how these devices positively influence and generate engagement

the development of a perceptive interpretation of the stimulus materials through focused

comparing and contrasting of a range of precisely selected, supporting evidence from both
sources
8318.01 F 12 [Turn over
Task 3 Presentational Devices Response time: 12 minutes approx. Max. 9 marks
Compare and contrast how presentational devices are used in both texts to develop interest and
appeal for the reader. Analyse the use of images, colour and layout in your answer.
How Reading AOs (i), (ii) and (iii) feed through to marks: use the question specific checklist to
ascertain the extent to which a candidate has selected and evaluated evidence to explain how
structural and presentational devices achieve effects and engage and influence the reader.
The overall performance is then assessed against the four Competence Levels (drawn from grade
descriptors) in order to determine a mark that matches the candidates achievement.
This task specific checklist of evidence outlines the material that candidates at all Competence Levels
may be expected to include in their responses. Credit fully any other valid suggestions/comments.
The use of images and colour:

both focus on locations to create interest: in Titanica these are properties at the UFTM which
recreate life in 1900s Belfast; whereas in Titanic Journey the backdrop consists of images of the
wreck used to capture our imagination

both use photographs to help generate the desired atmosphere: Titanica has inset photos of old
shop and house fronts to intrigue the reader; whereas in Titanic Journey eerie close-up photos
play a significant role in appealing to the audience

Titanica uses a range of bright, cheery, colour-coded, numbered sketches of the locations of the
buildings which are attractive, family friendly and unthreatening to younger readers; whereas in
Titanic Journey, the dark, gloomy colours of the wreck suggest the disturbing underwater site

both leaflets use images of the Titanic before the wreck: in Titanica the representation of the
famous ship is stylised giving the impression of the Titanic steaming towards the reader; whereas
in Titanic Journey there is an illustration of the ship hitting the iceberg to convey the drama and
tragedy of the story

the bright yellow strip with red and white star stickers is another appealing child-friendly detail in
Titanica suggesting participation and success; whereas Titanic Journey uses the BBC Newsline
logo for local appeal
The use of layout:

both use sections to split up the content: in Titanica coloured boxes set round the map are linked
by their colour to a specific building of interest; whereas in Titanic Journey the numbered text
sections follow the sequence of the writers trip down to the wreck of the Titanic

in Titanica pictures are laid out round the map Titanica The Peoples Story; whereas in
Titanic Journey pictures of the shipwreck are used in their own right as well as being set as the
background

both use numbering to inform the reader of whats in store. In Titanica the numbered headings
are the names of interesting locations on the map, 2. Corner Shop/3. Kellys Coal Yard and
in Titanic Journey they chart the stages of the exciting journey to the wreck, 2. Preparing to
Dive/3. Journey to the Bottom
8318.01 F 13

Titanica offers an interactive aspect/detail: space is provided for stickers marking each property
visited. This is aimed at attracting and entertaining younger readers. It also offers helpful
information via icons displayed on the map. A key to these is clearly seen at the bottom of the
map; whereas Titanic Journey offers an interactive website via a screen shot showing clearly the
engaging details of the site

in Titanica the roll of stars links the introductory text box to the map and adds to the appeal;
Titanic Journey uses a more formal and ordered layout appropriate to the target audience and
sombre story of the wreck
Competence Level 0 [0]
Characterised by:

no creditworthy response
Competence Level 1 [13]
Characterised by:

some overall consideration of how some of the presentational devices have been used

straightforward explanation of how these devices have been used to appeal positively

mainly appropriate use of comparing and contrasting of evidence from both sources

Competence Level 2 [46]
Characterised by:

some evaluation of how a series of presentational devices has been deployed to create interest

competent explanation of how these devices appeal positively

the development of a clear interpretation of the stimulus materials through mainly purposeful
comparing and contrasting of a range of appropriate supporting evidence from both sources
Competence Level 3 [79]
Characterised by:

a thorough and/or assured evaluation of a range of the significant presentational devices

confident explanation of how these devices positively interest and generate engagement with the
potential reader

the development of a perceptive interpretation of the stimulus materials through focused

comparing and contrasting of a range of precisely selected, supporting evidence from both
sources