Mark Scheme (Results)

Summer 2022

Pearson Edexcel GCSE in English

Language (1EN0)
Paper 2: Non-fiction and Transactional Writing
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Summer 2022
Question Paper Log Number 66343
Publications Code 1EN0_02_MS_2206
All the material in this publication is copyright
© Pearson Education Ltd 2022

2
General marking guidance

• All candidates must receive the same treatment. Examiners must mark the last
candidate in exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded for what
they have shown they can do rather than be penalised for omissions.
• Examiners should mark according to the mark scheme – not according to their
perception of where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners should
always award full marks if deserved, i.e. if the answer matches the mark scheme.
Examiners should also be prepared to award zero marks if the candidate’s response
is not worthy of credit according to the mark scheme.
• Where some judgment is required, mark schemes will provide the principles by which
marks will be awarded and exemplification/indicative content will not be exhaustive.
• When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, a senior examiner must be consulted before a mark is given.
• Crossed-out work should be marked unless the candidate has replaced it with an
alternative response.

Marking guidance – specific

• The marking grids have been designed to assess student work holistically. The grids
identify the Assessment Objective being targeted by the level descriptors.
• When deciding how to reward an answer, examiners should consult both the
indicative content and the associated marking grid(s). When using a levels-based
mark scheme, the ‘best fit’ approach should be used.
• Examiners should first decide which descriptor most closely matches the answer and
place it in that level.
• The mark awarded within the level will be decided based on the quality of the answer
and will be modified according to how securely all bullet points are displayed at that
level.
• In cases of uneven performance, the points above will still apply. Candidates will be
placed in the level that best describes their answer according to the Assessment
Objective described in the level. Marks will be awarded towards the top or bottom of
that level depending on how they have evidenced each of the descriptor bullet points.
• Indicative content is exactly that – it consists of factual points that candidates are
likely to use to construct their answer. It is possible for an answer to be constructed
without mentioning some or all of these points, as long as they provide alternative
responses to the indicative content that fulfil the requirements of the question. It is
the examiner’s responsibility to apply their professional judgment to the candidate’s
response in determining if the answer fulfils the requirements of the question.

Placing a mark within a level

• Examiners should first decide which descriptor most closely matches the answer and
place it in that level. The mark awarded within the level will be decided based on the
quality of the answer and will be modified according to how securely all bullet points
are displayed at that level.
• In cases of uneven performance, the points above will still apply. Candidates will be

3
 placed in the level that best describes their answer according to the descriptors in that
level. Marks will be awarded towards the top or bottom of that level depending on how
they have evidenced each of the descriptor bullet points.
• If the candidate’s answer meets the requirements fully, markers should be prepared
to award full marks within the level. The top mark in the level is used for work that is
as good as can realistically be expected within that level.

4
 Paper 2 Mark Scheme

The table below shows the number of raw marks allocated for each question in this mark
scheme.

Assessment Objectives Total marks

Component AO1 AO2 AO3 AO4 AO5 AO6

Component 2 –
Non-fiction and
Transactional
Writing

Question 1 2 2

Question 2 2 2

Question 3 15 15

Question 4 1 1

Question 5 1 1

Question 6 15 15

Question 7a 6 6

Question 7b 14 14

Question 8 or 9 24 16 40

5
 Section A: Reading

Question AO1: Identify and interpret explicit and implicit information Mark
Number and ideas
1 Accept any two of the following answers, based on lines 1-3: (2)

It was a simple accident but a costly one. As I towed my sledge

across the glacier, the vehicle suddenly slewed* around, wedging
my foot in a crack in the ice. As I went down, I heard the ligaments
in my knee snap and thought simply, “This time you’ve had it.”

• (a simple) accident (1)

• (the) vehicle (suddenly) slewed (around) (1)
• wedging my foot (in a crack in the ice) (1)
• I went down (1)
• I heard the ligaments in my knee snap (1)
• I thought simply “This time you’ve had it” (1)

Question AO1: Identify and interpret explicit and implicit information Mark
Number and ideas
2 Accept any reasonable answer, based on lines 7-11. (2)

As I sat motionless, the pain and an icy polar wind closed

in on me like a pack of wolves around an injured animal.
For perhaps the first time in my life I was truly
frightened, and fear acted like a shot of adrenaline.
Despite the searing** pain, I forced myself to stand and
discovered that the knee would hold me. Leaning into my
waist harness, I inched slowly forward against the
massive weight of the sledge.

Quotations and candidate's own words are acceptable.

For example:
• he cannot move (1)
• ‘the pain’ (1)
• 'an icy polar wind closed in on me' / cold (1)
• he feels like he is an injured animal being hunted (1)
• ‘truly frightened’ (1)
• adrenaline helps him stand up (1)
• ‘discovered that the knee would hold me’ (1)

6
In responses to the question, examiners should be aware of the different ways
candidates may structure their responses. There should be sufficient evidence analysing
both language and structure to reward responses. Responses that are unbalanced
cannot access Level 3 or above, where analysis of both language and structure
is required.
Question Indicative content
Number
3 Reward responses that analyse how the text uses language and structure to
interest and engage the reader.

Responses may include the following points about the language of the text:

• the opening description of a ‘simple accident’ creates a sense of tension

which is continued throughout the extract
• emotive adverbs are used to show the strength of feeling the writer has:
‘costly’, ‘truly’, ‘completely’, ‘Fortunately’, ‘terribly’
• adverbs are also used to show the pace of events: ‘suddenly’, ‘slowly’
• the writer uses verbs that show difficulty of movement and action, creating
the sense of a difficult expedition: ‘wedging’, ‘forced’, ‘inched’, ‘plod’, ‘drag’,
‘suffering’, ‘immobilise’
• the writer uses some colloquial phrases to create an almost conversational
tone: ‘As I went down’, ‘‘‘it’ll be OK’’’, ‘‘‘You’ll just have to crack on’’’
• the writer uses language to create a sense of doubt which increases tension
for the reader: ‘Even if they noticed me, there was little they could do’,
‘perhaps with more confidence than he felt’, ‘though at far greater risk to
their own survival’
• onomatopoeia is used to demonstrate the impact of the accident: ‘snap’,
‘plod’
• the writer uses language to show contrast between companionship and
individual effort: ‘my partners’, ‘close-knit team’, ‘every man for himself’, ‘I
must somehow make it on my own’, ‘‘‘we’ll never separate too far from
you’’’, ‘two remaining companions’, ‘The other two would drag him on a
sledge’
• simile with hyperbole is used to heighten the fear felt by the writer: ‘the
pain and an icy polar wind closed in on me like a pack of wolves around an
injured animal’, ‘fear acted like a shot of adrenaline’
• language is used to suggest fear and danger: ‘searing pain’, ‘truly
frightened’, ‘fear’, ‘grim’, ‘died of exposure and starvation’, ‘incapacitated’,
‘risk’, ‘survival’, ‘die’, ‘suffering’, ‘injuries’
• references to dates and numbers show the historical background to and
scale of the expedition, creating context: ‘—Sunday, December 15, 1985—’,
‘471 miles from the starting point’, ‘With 424 miles still to go’, ‘74 years
before us’, ‘weeks before’
• the writer uses negatives to show the potential failure of the expedition:
‘the point of no return’, ‘we carried no radio and thus could not summon
help’, ‘would not heal’
• the metaphor that ends the extract also emphasises the potential failure of
the expedition: ‘the narrow line we walked between success and disaster’.

Responses may include the following points about the structure of the text:

• the extract begins with a short sentence, creating a sense of foreboding: ‘It
was a simple accident but a costly one’; a short sentence is also used for
impact: ‘I agreed completely’
• the writer uses the conjunction ‘but’ to focus the reader’s attention on what
follows, creating an impact: ‘It was a simple accident but a costly one’,
‘brave but despairing words’, ‘serious but far from hopeless’

7
• repetition of ‘simply’ demonstrates ease, creating a sense of irony in the
writer’s difficult situation
• the writer’s internal monologue to himself shows his feelings after the
accident: ‘“This time you’ve had it”’, and the use of first-person narrative
creates sympathy for the writer and anxiety for his safety
• the writer uses commas to punctuate sentences, creating an idea of pace:
‘As I went down, I heard the ligaments in my knee snap and thought
simply,’
• the writer uses dashes and ellipsis to emphasise points and create an idea
of context: ‘—Sunday, December 15, 1985—’, ‘‘‘at this point…’’’
• the writer begins some sentences with prepositions, creating impact or
emphasis: ‘As I sat motionless’, ‘With 424 miles still to go’, ‘Like Scott 74
years before us’
• the text uses some statements which have a factual tone, creating a
contrast with the emotional intensity of the writer’s experience
• this also contrasts with the use of the short speech from Roger and the
excerpt from Scott’s diary which gives the views of others, adding veracity
to the writer’s account.

(15 marks)

8
Level Mark AO2: Explain, comment on and analyse how writers use
language and structure to achieve effects and influence
readers, using relevant subject terminology to support their
views
0 No rewardable material.

Level 1 1–3 • Limited comment on the text.

• Identification of the language and/or structure used to
achieve effects and influence readers.
• The use of references is limited.

Level 2 4–6 • Comment on the text.

• Comment on the language and/or structure used to achieve
effects and influence readers, including use of vocabulary.
• The selection of references is valid, but not developed.
NB: The mark awarded cannot progress beyond the top of
Level 2 if only language OR structure has been considered.

Level 3 7–9 • Explanation of the text.

• Explanation of how both language and structure are used to
achieve effects and influence readers, including use of
vocabulary and sentence structure.
• The selection of references is appropriate and relevant to
the points being made.

Level 4 10–12 • Exploration of the text.

• Exploration of how both language and structure are used to
achieve effects and influence readers, including use of
vocabulary, sentence structure and other language
features.
• The selection of references is detailed, appropriate and fully
supports the points being made.

Level 5 13–15 • Analysis of the text.

• Analysis of how both language and structure are used to
achieve effects and influence readers, including use of
vocabulary, sentence structure and other language
features.
• The selection of references is discriminating and clarifies
the points being made.

9
Question AO1: Identify and interpret explicit and implicit information Mark
Number and ideas
4 Accept any reasonable answer, based on lines 1-5. (1)

The ladders of Everest are almost as famous as the

mountain itself. Sometimes with up to four ladders all
lashed taut, they are used as temporary bridges to span
the crevasses that cut across the icefall like lightning
bolts. These crevasses can be hundreds of feet deep and
20 feet wide. The ladders have been used for many years
as an easily adjustable way of breaching and crossing
the huge gaps that spread across the ice like veins.

Quotations and candidate's own words are acceptable.

For example:
• they are nearly as famous as Everest itself (1)
• ‘lashed taut’ (1)
• ‘they are used as temporary bridges’ (1)
• they ‘have been used for many years’ (1)
• they help people to cross crevasses (1)
• ‘an easily adjustable way of breaching and crossing the huge
gaps’ (1)

Question AO1: Identify and interpret explicit and implicit information Mark
Number and ideas
5 Accept any reasonable answer, based on lines 7-8. (1)

The ladders are put in place by an expert team of sherpas called

the Icefall Doctors, who traverse* the route daily, adding new
ladders and ropes through the ice.

Quotations and candidate's own words are acceptable.

For example:
• they put ladders in place (1)
• ‘traverse the route daily’ (1)
• ‘adding new ladders’ (1)
• they add new ropes (1)

10
Question Indicative content
Number
6 Reward responses that evaluate how successfully the writer creates tension.

References to writer’s techniques should only be credited at Level 2 and

above if they support the critical judgement of the text.

Responses may include:

• the extract starts with ladders, which are associated with the idea of potential
danger from falls at height, or bad luck in superstition, successfully creating a sense
of foreboding
• the opening of the extract is focused on the idea of vastness, which contrasts with
the idea of one single man crossing, building tension as it seems an impossible
challenge: ‘to span the crevasses’, ‘hundreds of feet deep and 20 feet wide’, ‘the
huge gaps’
• the idea of the ladders being ‘temporary bridges’ and ‘easily adjustable’ creates a
sense that the writer is showing them to be the opposite of permanent and fixed,
emphasising the element of risk involved in the crossing
• the writer’s focus on the idea that the ladders have been in place over a long period
of time could on the one hand be reassuring, reducing the tension of the crossing, or
concerning, in that they may not hold or last because of their age: ‘The ladders have
been used for many years’
• the writer’s focus on the regularly occurring events could also possibly be reassuring,
which some readers may find reduces the potential tension of the crossing: ‘As the
glacier shifts, so too does the icefall’, ‘Crevasses open and close, widen and narrow’,
‘The ladders are put in place by an expert team of sherpas…who traverse the route
daily’
• the writer’s focus on the idea that the ropes and ladders are put in place by ‘an
expert team’ again could be more reassuring as they have experience and
knowledge; the fact that they are referred to as ‘Icefall Doctors’ effectively links to
people who are trusted in society to take care of others
• the placing of the writer’s description of the impending danger of the crossing
undercuts any more reassuring comments, creating an increased sense of tension:
‘disappearing into the depths of the crevasse and certain death’, ‘little chance of
surviving a fall into one of these bottomless cracks in the ice’, ‘Instant death would
certainly be preferable’, ‘I risked…plunging into the abyss’
• the idea of increasing challenge in the actions the writer has to do to make the
crossing is successful in building tension: ‘Have you ever tried walking across a
horizontal ladder?’, ‘try doing it wearing clunky boots with crampons, in the dark,
across a seemingly bottomless drop, in thin, oxygen-deprived air and it’s a whole
other challenge’; the added layers of challenge build tension as it seems almost
impossible
• the writer subtly moves from the ideas of the expanse and danger of the physical
surroundings at the start of the extract to his feelings and emotions about the
crossing, which makes the reader more aware of the significance of these feelings:
‘It used to make me shiver just thinking about it’, ‘Very carefully, I…gingerly placed’,
‘heart racing’, ‘I could feel a bead of sweat on my brow’
• these feelings are also emphasised through the contrast between the description of
the ladders and ropes at the start and the end, showing that, although they may
appear safe, using them is a tense and terrifying experience: ‘The two ladders began
to bow and wobble’, ‘the rudimentary rope’
• the writer’s uplifting physical and emotional feelings at the end of the extract
emphasise and contrast with how tense the crossing has been, effectively illustrating
the idea of a danger being overcome: ‘I felt dizzy’, ‘I wanted to kiss the ground’,
‘The relief…was overwhelming’, ‘I felt a buzz of endorphins and euphoria.’
(15 marks)

11
Level Mark AO4: Evaluate texts critically and support this with appropriate
textual reference
0 No rewardable material.

Level 1 1–3 • Description of ideas, events, themes or settings.

• Limited assertions are offered about the text.
• The use of references is limited.

Level 2 4–6 • Comment on ideas, events, themes or settings.

• Straightforward opinions with limited judgements are offered
about the text.
• The selection of references is valid, but not developed.

Level 3 7–9 • Explanation of ideas, events, themes or settings.

• Informed judgement is offered about the text.
• The selection of references is appropriate and relevant to the
points being made.

Level 4 10–12 • Analysis of ideas, events, themes or settings.

• Well-informed and developed critical judgement is offered
about the text.
• The selection of references is appropriate, detailed and fully
supports the points being made.

Level 5 13–15 • Evaluation of ideas, events, themes or settings.

• There is a sustained and detached critical overview and
judgement about the text.
• The selection of references is apt and discriminating and is
persuasive in clarifying the points being made.

12
Question Indicative content
Number
7(a) Candidates must draw on BOTH texts to access marks.

Responses may include:

• both explorers have an individual connection to their expeditions and

experiences
• both explorers experience support from other people: in Text 1 Robert Swan is
supported by his partners ‘Gareth Wood and Roger Mear’, and in Text 2 Ben
Fogle is supported by the efforts of the ‘expert team of sherpas’
• both explorers also show the importance of individual effort in their
expeditions: in Text 1 the writer says ‘it was every man for himself’ and in Text
2 the writer says ‘I have never focused so hard as I lifted one foot in front of
the other’
• both explorers experience fear in their expeditions: in Text 1 Swan says ‘I was
truly frightened’, and in Text 2 Fogle says ‘The relief of getting off that ladder
was overwhelming’
• in both texts the explorers are determined to achieve their goals: in Text 1
Swan says ‘I must simply plod ahead and not lose spirit’, and in Text 2 Fogle
says ‘I have never focused so hard’
• in both texts the explorers get a foot stuck/experience problems: in Text 1
Swan wedges his foot and says ‘I heard the ligaments in my knee snap’, and in
Text 2 Fogle’s foot appears to be trapped, ‘My left foot wouldn’t budge…I
couldn’t lift it from the ladder’
• both explorers describe equipment and people that help them in their
expeditions: in Text 1 Swan has a sledge and a ‘waist harness’ and is inspired
by Robert Scott, and in Text 2 Fogle describes the ladders and ropes, safety
lines, harnesses and crampons and is reassured by the support put in place by
the ‘Icefall Doctors’
• both explorers understand the danger of death in their expeditions. In Text 1
Swan says ‘If two men became incapacitated, the third would have to attempt
to tow one and leave the other to die’, and in Text 2 Fogle says ‘There was little
chance of surviving a fall into one of these bottomless cracks in the ice’
• both explorers describe their thoughts and feelings retrospectively: in Text 1
Swan says ‘My own situation was serious but far from hopeless’, and says
‘Fortunately I could still move’, and in Text 2 Fogle says ‘It used to make me
shiver just thinking about it’ and ‘I felt a buzz of endorphins and euphoria.’

(6 marks)

Level Mark AO1: Select and synthesise evidence from different texts
0 No rewardable material.

Level 1 1–2 • Limited understanding of similarities.

• Limited synthesis of the two texts.
• The use of evidence is limited.
Level 2 3–4 • Sound understanding of similarities.
• Clear synthesis of the two texts.
• The selection of evidence is valid but not developed and
there may be an imbalance.
Level 3 5–6 • Detailed understanding of similarities.
• Detailed synthesis of the two texts.
• The selection of evidence is appropriate and relevant to the
points being made.

13
 In responses to the following question, examiners should be aware of the different ways
candidates may structure their responses. There should be sufficient evidence in the
response analysing each text and comparing the texts to reward responses.

Responses that are unbalanced will not be able to access Level 3 or above,
where explanation of writers’ ideas and perspectives is required alongside a
range of comparisons between texts.

Question Indicative content

Number
7(b) Reward responses that compare how each writer presents ideas and perspectives about
danger.

Responses may include:

• both texts are written in the first person, giving a personal perspective on danger
• both texts show the significance of danger in their openings, although in Text 1 it is
explicit as it mentions an accident, ‘It was a simple accident but a costly one’, and
Text 2 is more implicit as it describes the measures taken to minimise danger: ‘The
ladders have been used for many years’
• both texts show danger caused by the trapping of feet, although in Text 1 the
trapping causes injury, ‘I heard the ligaments in my knee snap’, whereas in Text 2 the
trapping causes no injury, just tension, ‘I could feel a bead of sweat on my brow’
• both texts use language to show their reactions at the time to danger in the
respective situations: in Text 1 ‘the pain and an icy polar wind closed in on me like a
pack of wolves around an injured animal’, and in Text 2 ‘I risked falling off balance
and plunging into the abyss’, ‘There was little chance of surviving a fall into one of
these bottomless cracks in the ice’
• both texts show the determination of the explorers to overcome danger: in Text 1 the
writer says ‘Fortunately I could still move’, and in Text 2 the writer says ‘I have never
focused so hard as I lifted one foot in front of the other’
• both texts use language to show awareness of the potential for further danger: in Text
1 the writer makes reference to how Scott ‘and his two remaining companions died of
exposure and starvation’, and in Text 2 the writer says ‘Instant death would certainly
be preferable to surviving a fall and ending up in the cavernous depths’
• both texts show how danger also comes from lack of communication with the outside
world: in Text 1 ‘we carried no radio and thus could not summon help’, and in Text 2 a
fall could mean ‘ending up in the cavernous depths, hundreds of feet beneath a glacier
and far from any chance of rescue’
• in Text 1 the main focus of the danger occurs at the start of the extract, whereas in
Text 2 the dangerous event is towards the end
• both texts talk about minimising or responding to danger, although Text 1 has a
bleaker perspective than Text 2. In Text 1 the writer shows what is in place in case of
incapacitation: ‘Roger and Gareth and I had long ago agreed what we would do if one
of us became totally incapacitated’; Text 2 talks about safety features such as the
ladders ‘put in place by an expert team of sherpas’, and how ‘These safety lines would
stop us from disappearing into the depths of the crevasse’
• Text 1 explores the feelings of different explorers towards danger, whereas Text 2
presents the feelings of only one explorer, despite mentioning ‘our’ and ‘us’
• in Text 1 there is an uncertain end to the extract, suggesting that more danger may
be ahead: ‘a constant reminder of the narrow line we walked between success and
disaster’; whereas Text 2 has a positive outcome, suggesting that danger is overcome
completely: ‘The relief of getting off that ladder was overwhelming. I felt a buzz of
endorphins and euphoria.’

(14 marks)

14
Level Mark AO3: Compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts
0 No rewardable material.

Level 1 1–2 • The response does not compare the texts.

• Description of writers’ ideas and perspectives, including theme,
language and/or structure.
• The use of references is limited.

Level 2 3–5 • The response considers obvious comparisons between the texts.
• Comment on writers’ ideas and perspectives, including theme,
language and/or structure.
• The selection of references is valid, but not developed.
NB: The mark awarded cannot progress beyond the top of
Level 2 if only ONE text has been considered in detail.

Level 3 6–8 • The response considers a range of comparisons between the texts.
• Explanation of writers’ ideas and perspectives including theme,
language and/or structure.
• The selection of references is appropriate and relevant to the
points being made.

Level 4 9–11 • The response considers a wide range of comparisons between the
texts.
• Exploration of writers’ ideas and perspectives including how the
theme, language and/or structure are used across the texts.
• References are balanced across both texts and fully support the
points being made.

Level 5 12–14 • The response considers a varied and comprehensive range of

comparisons between the texts.
• Analysis of writers’ ideas and perspectives including how the
theme, language and/or structure are used across the texts.
• References are balanced across both texts, they are
discriminating, and clarify the points being made.

15
 Section B: Transactional Writing

Refer to the writing assessment grids at the end of this section when marking
Question 8 and Question 9.

Question Indicative content

Number
*8 Purpose: to write an article for a magazine to inform or advise.

Audience: the writing is for a general readership. The focus is on

communicating ideas about travelling to different places. This can involve a
range of approaches.

Form: the response should be set out as an article using organisational

features. Some candidates may use stylistic conventions of an article such as
sub-headings or occasional use of bullets. Candidates do not have to include
features of layout like columns or pictures. There should be clear organisation
and structure with an introduction, development of points and a conclusion.

Responses may:
• identify positive things about visiting different places, for example
experiencing new culture, geography and people, seeing important
landmarks in history or architecture, visiting friends or family, having the
opportunity to work in a different area
• identify and explain things the writer does not like about travelling, for
example travelling alone, the expense, the journey time, dangers to
personal safety, personal difficulties between people in groups of
travellers
• offer advice about how travellers can avoid difficulties, for example being
well-prepared, getting enough rest if there are differences in time zones,
looking after health and wellbeing, keeping personal belongings safe,
taking out insurance.

(40 marks)

(includes 16 marks for the range of vocabulary and sentence structures

for clarity, purpose and effect, with accurate use of spelling and
punctuation)

16
Question Indicative content
Number
*9 Purpose: to write a letter to the Headteacher or Principal to inform and/or
persuade.

Audience: Headteacher or Principal. The focus is on communicating ideas about

exploration of our planet. This can involve a range of approaches.

Form: the response should be set out as a letter using organisational features.
There should be clear organisation and structure with an introduction,
development of points and a conclusion.

Responses may:
• share views on exploration of our planet, for example it is natural to be
curious and want to explore, it helps us find out new information about
places, species, people, ways of living, it is expensive and this money could
be spent on more essential things
• identify and explain possible harm explorers may be doing to the planet,
for example damaging cultures by making them more accessible to a
broader audience in the outside world, encouraging more people to go to
new places therefore putting pressure on them to become more ‘tourist-
friendly’, creating environmental problems such as litter, pollution or
damage to flora and fauna
• identify and explain things that are being done, or should be done, to
ensure exploration is safe, for example improving conditions for explorers,
charging people who want to explore, encouraging safety and attempting
to alleviate environmental damage.
(40 marks)

(includes 16 marks for the range of vocabulary and sentence structures

for clarity, purpose and effect, with accurate use of spelling and
punctuation)

17
 Writing assessment grids for Question 8 and Question 9
AO5:
• Communicate clearly, effectively and imaginatively, selecting and adapting
tone, style and register for different forms, purposes and audiences
• Organise information and ideas, using structural and grammatical features to
support coherence and cohesion of texts

Level Mark The candidate:

0 • provides no rewardable material

Level 1 1–4 • offers a basic response, with audience and/or purpose not fully
established
• expresses information and ideas, with limited use of structural and
grammatical features

Level 2 5–9 • shows an awareness of audience and purpose, with

straightforward use of tone, style and register
• expresses and orders information and ideas; uses paragraphs and
a range of structural and grammatical features

Level 3 10–14 • selects material and stylistic or rhetorical devices to suit audience
and purpose, with appropriate use of tone, style and register
• develops and connects appropriate information and ideas;
structural and grammatical features and paragraphing make
meaning clear

Level 4 15–19 • organises material for particular effect, with effective use of tone,
style and register
• manages information and ideas, with structural and grammatical
features used cohesively and deliberately across the text

Level 5 20–24 • shapes audience response with subtlety, with sophisticated and
sustained use of tone, style and register
• manipulates complex ideas, utilising a range of structural and
grammatical features to support coherence and cohesion.

18
AO6: Candidates must use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation

Level Mark The candidate:

0 • provides no rewardable material

Level 1 1-3 • uses basic vocabulary, often misspelled

• uses punctuation with basic control, creating undeveloped, often
repetitive, sentence structures

Level 2 4-6 • writes with a range of correctly spelt vocabulary, e.g. words with
regular patterns such as prefixes, suffixes, double consonants
• uses punctuation with control, creating a range of sentence
structures, including coordination and subordination

Level 3 7-9 • uses a varied vocabulary and spells words containing irregular
patterns correctly
• uses accurate and varied punctuation, adapting sentence structure
to contribute positively to purpose and effect

Level 4 10-12 • uses a wide, selective vocabulary with only occasional spelling
errors
• positions a range of punctuation for clarity, managing sentence
structures for deliberate effect

Level 5 13-16 • uses an extensive vocabulary strategically; rare spelling errors do

not detract from overall meaning
• punctuates writing with accuracy to aid emphasis and precision,
using a range of sentence structures accurately and selectively to
achieve particular effects.

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