The purpose of this pack is to provide centres with a set of exemplars with commentaries.

Transcription

1 June 2014 Pearson Edexcel International GCSE 4EA0/01 Pearson Edexcel Certificate KEA0/01 English Language (A) Paper 1 The purpose of this pack is to provide centres with a set of exemplars with commentaries. Included in this pack: Range of responses Examiner marks and commentary Contents Question Question Question Question Question Question

2

3 June 2014 English Language, Paper 1, Question 1 Question 1 (Total = 3 marks) Candidate Mark Commentary A 2 Bickering and daily occurrences B 3 Petty matters, something children did, so easily C 1 Bickering only D 1 Something children did only E 3 So easily, bickering, something children did and more Candidate A Candidate B 1

4 June 2014 English Language, Paper 1, Question 1 Candidate C Candidate D Candidate E 2

5 June 2014 English Language, Paper 1, Question 2 Question 2 (Total = 5 marks) Candidate A Mark Commentary 4 Credit the points on strained and causing rage in Anne in the first two sentences. No credit in the middle, then reward the fact her mother ignores and that it is a form of emotional punishment. 3

6 June 2014 English Language, Paper 1, Question 2 Candidate B Mark Commentary 2 Credit the comparison with a battle and that Anne finds it unbearable. Later point on war has already been credited through the battle reference. 4

7 June 2014 English Language, Paper 1, Question 2 Candidate C Mark Commentary 1 Credit that she makes her angry but not love-hate. 5

8 June 2014 English Language, Paper 1, Question 2 Candidate D Mark Commentary 5 A detailed answer that covers Anne s anger and inner torment and also her strength in keeping it all inside her. 6

9 June 2014 English Language, Paper 1, Question 3 Question 3 (Total = 12 marks) Candidate A 7

10 June 2014 English Language, Paper 1, Question 3 8

11 June 2014 English Language, Paper 1, Question 3 Mark Commentary 10 A level 4 answer that portrays an understanding of Anne s actions but also comments on a range of language points including the early creation of tension, the use of sentence variety and of punctuation for effect. There is a perceptive understanding of Anne as a teenager who is aggressive and fed up but is also childlike, having an imaginary friend; a point which the writer uses to create a sense of isolation. 9

12 June 2014 English Language, Paper 1, Question 3 Candidate B 10

13 June 2014 English Language, Paper 1, Question 3 11

14 June 2014 English Language, Paper 1, Question 3 Mark Commentary 8 A sound understanding of text and of the character of Anne, though the points about a loving and kind nature being shown to others were not accepted. The quality of analysis was seen to be strong and to compensate for a lack of direct language points. 12

15 June 2014 English Language, Paper 1, Question 3 Candidate C 13

16 June 2014 English Language, Paper 1, Question 3 Mark Commentary 5 Some understanding of character and identification in the passage of key points, however there is no insight into her distinct teenageness. 14

17 June 2014 English Language, Paper 1, Question 3 Candidate D 15

18 June 2014 English Language, Paper 1, Question 3 Mark Commentary 12 A perceptive and detailed analysis that makes direct comments on sentences, rhetorical questions, punctuation and the use of exaggerated language. There is a strong understanding of a range of characteristics and techniques. 16

19 June 2014 English Language, Paper 1, Question 3 Candidate E Mark Commentary 1 A short answer that lacks any development and which is credited with commenting on her argumentative relationship with her family only. 17

20 June 2014 English Language, Paper 1, Question 4 Question 4 (Total = 10 marks) Candidate A 18

21 June 2014 English Language, Paper 1, Question 4 19

22 June 2014 English Language, Paper 1, Question 4 Mark Commentary 6 After a perplexing opening comment this answer settles and makes clear comments about passion, strength of mind and commitment. Later comments that try to analyse the use of long sentences were not credited, but her inspirational character and the creation of danger and tension were all seen as an engagement with the text. The absence of language comments was determined to have held this answer back from higher marks. 20

23 June 2014 English Language, Paper 1, Question 4 Candidate B 21

24 June 2014 English Language, Paper 1, Question 4 Mark Commentary 7 A Level 3 response that is in some ways similar to the first sample in its range of character points but is able to comment briefly upon language with structure being described as chronological and the use of language for self-motivation. 22

25 June 2014 English Language, Paper 1, Question 4 Candidate C 23

26 June 2014 English Language, Paper 1, Question 4 Mark Commentary 5 A clear mid-level response that shows a generally sound understanding of Ellen as hard working and well prepared, however the comment about kiddo was not seen to be valid. The final paragraph makes further points, but this answer lacked development and language comments to achieve a higher mark. 24

27 June 2014 English Language, Paper 1, Question 4 Candidate D 25

28 June 2014 English Language, Paper 1, Question 4 26

29 June 2014 English Language, Paper 1, Question 4 Mark Commentary 9 An assured and confident response that shows a perceptive understanding and makes clear comments on jargon, cliché and the use of simile. The comment about being in awe of the sea showed a level of interpretation not seen in many other responses. 27

30 June 2014 English Language, Paper 1, Question 4 Candidate E 28

31 June 2014 English Language, Paper 1, Question 4 Mark Commentary 3 An answer that begins with narrative recount and then shows a basic understanding of some aspects of character but which makes no real comments on language. 29

32 June 2014 English Language, Paper 1, Question 5 Question 5 (Total = 10 marks) Candidate A 30

33 June 2014 English Language, Paper 1, Question 5 31

34 June 2014 English Language, Paper 1, Question 5 Mark Commentary 7 A strong level 2 response that makes use of a range of devices including rhetorical question, ellipsis and second person. It has a clear sense of structure and though unusual, the paragraphing was thought to be effective. Strives for effect but does not always achieve them. 32

35 June 2014 English Language, Paper 1, Question 5 Candidate B Mark Commentary 3 Communicates at a basic level with some sentences not well controlled. The answer has paragraphs and a structure and attempts to create some tension. It is a level 1 response essentially because of its limited clarity. 33

36 June 2014 English Language, Paper 1, Question 5 Candidate C 34

37 June 2014 English Language, Paper 1, Question 5 35

38 June 2014 English Language, Paper 1, Question 5 Mark Commentary 5 An answer that has no control of paragraphing, but clearly has a structure. It makes use of speech for effect and can create tension, though its use of a teenage idiolect is out of place and not appropriate. Sentences and spelling are mainly accurate. 36

39 June 2014 English Language, Paper 1, Question 5 Candidate D 37

40 June 2014 English Language, Paper 1, Question 5 38

41 June 2014 English Language, Paper 1, Question 5 Mark Commentary 8 A level 3 response that is sharply focused on the task and which shows a sustained creation of pathos and of a strong reader/writer relationship. A range of devices is used, though there is an over-use of ellipsis. Spelling is mainly accurate, as is sentence punctuation. 39

42 June 2014 English Language, Paper 1, Question 5 Candidate E 40

43 June 2014 English Language, Paper 1, Question 5 Mark Commentary 9 Finely controlled and subtle control of writing. Has a strong control of sentences and of textual cohesion. The creation of a story within a story is a particularly notable effect. 41

44 June 2014 English Language, Paper 1, Question 6 Question 6 (Total = 20 marks) Candidate A 42

45 June 2014 English Language, Paper 1, Question 6 Mark Commentary 3 Communicates at a basic level in a piece that has no proper end. There is some grasp of the purpose of writing but a lack of control in expression and in clarity. 43

46 June 2014 English Language, Paper 1, Question 6 Candidate B 44

47 June 2014 English Language, Paper 1, Question 6 45

48 June 2014 English Language, Paper 1, Question 6 46

49 June 2014 English Language, Paper 1, Question 6 Mark Commentary 15 A level 4 response that is a secure realisation of the task. Is able to create a gently ironic sense of humour and uses a range of techniques, such as the short sentences for emphasis: I promise. There is a consistency in control though the humorous tone is not wholly sustained. Spelling is not secure and there are common words that one would expect to be accurately spelt. 47

50 June 2014 English Language, Paper 1, Question 6 Candidate C 48

51 June 2014 English Language, Paper 1, Question 6 Mark Commentary 7 Has a clear structure, unlike A, which lifts this into Level 2. This misses some capital letters though spelling is mostly accurate. Communication is broadly appropriate and there is a clear use of paragraphing. 49

52 June 2014 English Language, Paper 1, Question 6 Candidate D 50

53 June 2014 English Language, Paper 1, Question 6 51

54 June 2014 English Language, Paper 1, Question 6 Mark Commentary 12 This answer communicates clearly and creates a genuine sense of exuberance and excitement, but overuses exclamation marks throughout. Sentences are generally clear and it manages to establish a clear sense of relationship with the reader but lacks the necessary control and structure to move into level 4. 52

55 June 2014 English Language, Paper 1, Question 6 Candidate E 53

56 June 2014 English Language, Paper 1, Question 6 54

57 June 2014 English Language, Paper 1, Question 6 55

58 June 2014 English Language, Paper 1, Question 6 Mark Commentary 15 Useful to compare with B as an example of reaching the same mark through different means. There is a clearly developed structure and some effective use of short sentences to accompany the well-developed vocabulary. Sometimes strives for effects that are not realized, such as the use of envelop in the penultimate paragraph. 56