GCSE

ENGLISH LANGUAGE
8700/2
Paper 2 Writers’ Viewpoints and Perspectives

Mark scheme
June 2020
Version: 1.0 Final

*206g8700/2/MS*
 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – JUNE 2020

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.

Further copies of this mark scheme are available from aqa.org.uk

Copyright information

AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own
internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third
party even for internal use within the centre.

Copyright © 2020 AQA and its licensors. All rights reserved.

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – JUNE 2020

Introduction
The information provided for each question is intended to be a guide to the kind of answers anticipated
and is neither exhaustive nor prescriptive. All appropriate responses should be given credit.

Level of response marking instructions

Level of response mark schemes for GCSE English Language are broken down into four levels (where
appropriate). In the first column each level is identified with one or two key words that represent the
differences in the skills then described. These key words show the progression from Level 1 to 4 and
are:

Level 4 Perceptive, detailed

Level 3 Clear, relevant
Level 2 Some, attempts
Level 1 Simple, limited.

This is followed in the second column by a description of the different qualities required in the student’s
answer for that level. These are called the skills descriptors. In order to reach a given level, a student
must fulfil one or more of the skills descriptors for that level.

The third column of the mark scheme is the Indicative Standard. This is an important feature of the mark
scheme for GCSE English Language. It provides exemplification of the skills descriptors at each level
and offers a small number of different comments at the required standard to give an indication of the
quality of response that is typical for that level. It shows the progression from Level 1 to 4.

The Indicative Standard is not intended to be a model answer nor a complete response, and it does not
exemplify required content. Students may reach a given level by making one or more comments of the
quality demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that
level.

The standardising scripts will further exemplify each of the levels. You must refer to the standardising
material throughout your marking.

Step 1 Annotate the response

When marking a response you should first read through the student’s answer and annotate each section
using the comments from the statement bank to show the qualities that are being demonstrated, as
instructed during standardising. You can then award a level and a mark.

Step 2 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptors for that level. The descriptors for the level indicate the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.

The Indicative Standard column in the mark scheme will help you determine the correct level.
Remember, students may reach a given level by making one or more comments of the quality

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – JUNE 2020

demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that level. It
is not the number of references, but the quality of the comments that will determine the level. The
annotation you added to the script at Step 1 will help you determine the correct level.

Step 3 Determine a mark

Once you have assigned a level you need to decide on the mark. This requires you to fine tune within
the level to see how well each of the skills descriptors for that level has been met. A student only has to
meet a skills descriptor at a given level once to be awarded that level. Since responses rarely match a
level in all respects, you need to balance out the range of skills achieved and allow strong performance
in some aspects to compensate for other skills that may be only partially fulfilled. Again, the annotation
added at Step 1 will help you determine the mark.

Reference to the standardising scripts throughout the marking period is essential. This will help you
apply the level descriptors accurately and consistently. There will usually be an answer in the
standardising materials which will correspond with each level of the mark scheme. This answer will have
been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example
to determine if it is the same standard, better or worse than the example. You can then use this to
allocate a mark for the answer based on the Lead Examiner’s mark on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.

An answer which contains nothing of relevance to the question must be awarded no marks.

Advice

In fairness to students, all examiners must use the same marking methods. The following advice may
seem obvious, but all examiners must follow it closely.

1. Refer constantly to the mark scheme and standardising scripts throughout the marking period.

2. Always credit accurate, relevant and appropriate responses that are not necessarily covered by
the mark scheme or the standardising scripts.

3. Use the full range of marks. Do not hesitate to give full marks if the response merits it.

4. Remember the key to accurate and fair marking is consistency.

5. If you have any doubt about how to allocate marks to a response, consult your Team Leader.

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SECTION A: READING – Assessment Objectives

AO1 • Identify and interpret explicit and implicit information and ideas.

• Select and synthesise evidence from different texts.

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.

AO3 • Compare writers’ ideas and perspectives, as well as how these are
conveyed, across two or more texts.

AO4 • Evaluate texts critically and support this with appropriate textual references.

SECTION B: WRITING – Assessment Objectives

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.

AO6 • Candidates must use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation. (This
requirement must constitute 20% of the marks for each specification as a
whole).

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Assessment Section A
Objective

AO1 ✓

AO2 ✓

AO3 ✓

AO4 n/a

Section B

AO5 ✓

AO6 ✓

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – JUNE 2020

0 1 Read again the first part of Source A from lines 1 to 4.

Choose four statements below which are true.

• Shade the circles in the boxes of the ones that you think are true.
• Choose a maximum of four statements.
• If you make an error cross out the whole box.
• If you change your mind and require a statement that has been crossed out then draw a
circle around the box.

A The climbers were sheltered from the wind.

B The glacier was higher up the mountain.
C They had been on the mountain for at least five days.
D Base camp was more than 3000 feet below them.
E Joe thought they would make it back to base camp quickly.
F There were no more uphill sections to climb.
G The climbers were feeling more positive now than they were before.
H On the ice cliff, the climbers had felt overwhelmed by despair.
[4 marks]

AO1 • Identify and interpret explicit and implicit information and ideas.
• Select and synthesise evidence from different texts.
This question assesses the first bullet point identify and interpret explicit and implicit
information and ideas.

A The climbers were sheltered from the wind. [F]

B The glacier was higher up the mountain. [F]

C They had been on the mountain for at least five days. [T]

D Base camp was more than 3000 feet below them. [F]

E Joe thought they would make it back to base camp quickly. [F]

F There were no more uphill sections to climb. [T]

G The climbers were feeling more positive now than they were before. [T]

H On the ice cliff, the climbers had felt overwhelmed by despair. [T]

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0 2 You need to refer to Source A and Source B for this question.

Both writers are accompanied by another person on their adventure: Simon in Source
A, and Marius in Source B.

Use details from both sources to write a summary of what you understand about the
differences between the two companions, Simon and Marius.

[8 marks]

AO1
• Identify and interpret explicit and implicit information and ideas
• Select and synthesise evidence from different texts
This question assesses both bullets

Level Skills Descriptors Indicative Standard

This indicative standard provides an exemplification of the skills
descriptors at each level. It is not a model answer, nor a complete
response, nor does it seek to exemplify any particular content.

Level 4 Shows perceptive or In Source B, ‘local guide’ Marius is ‘hired’ and therefore
Perceptive, detailed synthesis and paid to ensure the safety and success of the writer. She
detailed interpretation of both texts: buys his experience and knowledge of the mountains to
summary • Makes perceptive achieve her ambition. On the other hand, in Source A,
inferences from both Joe’s companion, Simon, is involved in a ‘partnership’
7–8 marks texts which suggests that mutual respect, skill and
• Makes judicious collaboration are essential to ensuring their safety and
references/use of textual survival. However, although one relationship is based on
detail relevant to the an equal friendship and the other is based on two
focus of the question strangers entering a business transaction, both
• Shows perceptive companions take responsibility for the life or death of the
differences between person they are climbing with, which shows that both
texts relationships can be just as effective.

Level 3 Shows clear synthesis and In Source B, Marius has been ‘hired’ as a ‘local guide’ to
Clear, interpretation of both texts: help the writer because of his knowledge of the
relevant • Makes clear inferences mountain, but although he has never met her before, he
summary from both texts is very loyal and supportive. Simon, the companion in
• Selects clear references/ Source A, is also loyal but he is climbing with Joe as an
5–6 marks textual detail relevant to equal partner rather than a paid guide. Joe says ‘the
the focus of the question partnership had worked … effectively’ showing that the
• Shows clear differences close relationship between the two companions was
between texts really important as they were working together to survive
after the accident.

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Level 2 Shows some interpretation The companion in Source B is a ‘local guide’ who has
Some, from one/both texts: been ‘hired’ to help the writer climb the mountain which
attempts at • Attempts some means she has paid him to help because without his help
summary inference(s) from she wouldn’t manage it. This is different to Source A
one/both texts because Joe and Simon know each other already and
3–4 marks • Selects some are climbing together, so Simon is not being paid to help
appropriate references like Marius is. In Source A, Joe says that it is a
/textual detail from ‘partnership’ which means they work together well.
one/both texts
• Shows some differences
between texts

Level 1 Shows simple awareness In Source B the companion is called Marius and he is a
Simple, from one/both texts: guide who shows her where to go. It says ‘hired a local
limited • Offers paraphrase rather guide’. This is different to Source A because the writer
summary than inference and the companion are both climbers not guides. The
• Selects simple writer says they are a ‘partnership’ which shows they are
1–2 marks reference(s)/textual like partners.
detail(s) from one/both
texts
• Shows simple difference
between texts

Level 0 Nothing to reward

No marks

Note:
• If the quality of the response is L1 but only deals with one text, the mark must be 1 not 2.
• If the quality of the response is L2 but only deals with one text, the mark must be 3 not 4.
• A candidate has to deal with both texts and address the correct focus of the question to achieve L3
or above.
The focus of this question is the difference between the two companions.

AO1 content may include ideas such as:

• their relationship to the writer

• their actions
• their experience
• their knowledge
• their confidence
• their skills
• their decision-making

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0 3 You now need to refer only to Source A from lines 23 to 31.

How does the writer use language to describe how he feels?

[12 marks]

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
This question assesses Language ie: Words/Phrases/Language Features/Language
Techniques/Sentence Forms
Level Skills Descriptors Indicative Standard
This indicative standard provides an exemplification
of the skills descriptors at each level. It is not a model
answer, nor a complete response, nor does it seek to
exemplify any particular content.

Level 4 Shows detailed and perceptive The writer uses the metaphor ‘flare of
Detailed, understanding of language: agony’ to help the reader visualise the pain
perceptive • Analyses the effects of the writer’s he feels as something physical, even
analysis choices of language violent. The word ‘flare’ conjures up an
• Selects a range of judicious textual explosive image of leaping flames, as if his
10–12 marks detail leg is literally on fire, suggesting the intense,
• Makes sophisticated and accurate sudden pain he feels each time his leg is
use of subject terminology jolted.

Level 3 Shows clear understanding of The writer uses the metaphor ‘flare of
Clear, language: agony’ to compare the pain in his leg to the
relevant • Explains clearly the effects of the way a match flares or lights up. It suggests
explanation writer’s choices of language that the pain comes suddenly and sharply,
• Selects a range of relevant textual like being burned by a flame, and hurts
7–9 marks detail every time that his boot catches in the
• Makes clear and accurate use of snow.
subject terminology

Level 2 Shows some understanding of The writer uses lots of different language
Some language: features to describe how he feels. He uses
understanding • Attempts to comment on the effect a metaphor which is ‘flare of agony’ to show
and comment of language how he is in pain. A match flares up when
• Selects some appropriate textual you light it and that’s how it feels when he
4–6 marks detail slides down the mountain.
• Makes some use of subject
terminology, mainly appropriately

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – JUNE 2020

Level 1 Shows simple awareness of The writer describes how he feels by saying
Simple, language: ‘flare of agony’ which means his leg really
limited • Offers simple comment on the hurts and he’s in total agony because he’s
comment effect of language broken his leg.
• Selects simple reference(s) or
1–3 marks textual detail(s)
• Makes simple use of subject
terminology, not always
appropriately

Level 0 Nothing to reward

No marks

Note:
• If a student writes about language outside of the given lines or from about the wrong source (but
with the correct focus), the response should be placed in the appropriate level according to the
quality of what is written, but placed at the bottom of the level.
• A student has to address the correct focus of the question to achieve L3 or above.

AO2 content may include the effect of language features such as:

• Metaphor: ‘a wave of nausea’; ‘flare of agony’

• Personification: ‘freezing blasts of snow biting into my face’
• Violent verbs: ‘snagged… kinked… gritted… shear… twist’
• Onomatopoeia: ‘sickening gristly crunch’
• Repetition: ‘shook… shaking… shook’
• Rule of three: ‘pressed my face into the snow, gritted my teeth, and waited.’
• Adverbs: ‘silently… uncontrollably’

and the effect of any other use of language from the given lines.

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0 4 For this question, you need to refer to the whole of Source A, together with the whole
of Source B.

Compare how the writers convey their different feelings and perspectives on their
adventures in the mountains.

In your answer, you could:

• compare their different feelings and perspectives on their adventures

• compare the methods the writers use to convey their feelings and perspectives
• support your response with references to both texts.
[16 marks]

AO3
Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more
texts
Level Skills Descriptors Indicative Standard
This indicative standard provides an exemplification of the skills
descriptors at each level. It is not a model answer, nor a complete
response, nor does it seek to exemplify any particular content.

Level 4 Compares ideas and The writer in Source A is tortured by alternating hope and
Perceptive, perspectives in a perceptive despair as the reader is led on a rollercoaster journey, sharing
detailed way the highs and lows of his emotions. The writer opens with a
comparison • Analyses how writers’ glimpse of hope after feeling a ‘sense of hopelessness’, only
methods are used for this hope to be dashed in the final devastating short
13–16 • Selects a range of judicious sentence, ‘My optimism evaporated’, leaving the reader literally
marks supporting detail from both and metaphorically on a cliff-hanger. Although both are mostly
texts chronological accounts, the two sources could not be
• Shows a detailed and structured more differently because, whilst the purpose in
perceptive understanding of Source A is to terrify and shock, the writer’s purpose in the
the different ideas and letter in Source B is to reassure and calm. So the reader
perspectives in both texts knows from the start that she has ‘descended safely’, and the
potential drama is reduced in the narrative flashback which
follows. However, this loss of emotional engagement leaves us
able to judge for ourselves whether the writer feels smug and
complacent in stating her ‘complete satisfaction’ or whether
she is justifiably proud of her outstanding death-defying
achievement.

Level 3 Compares ideas and The writer in Source A is uncertain how he feels as his
Clear, perspectives in a clear and emotions switch from feeling hopeful at times to feeling
relevant relevant way hopeless. This is shown by starting the extract with ‘We had
comparison • Explains clearly how writers’ lost that sense of hopelessness,’ but ending the extract with
methods are used ‘My optimism evaporated’ so the reader can share his feelings
9–12 marks • Selects relevant detail to of hope and despair. This is different to Source B where the
support from both texts writer opens her letter stating that she has ‘descended safely’.
• Shows a clear This means the reader knows how it ends so doesn’t get as
understanding of the involved in the writer’s emotions as they do in Source A. The
different ideas and rest of the letter describing the climb is like a flashback but
perspectives in both texts there is less suspense because the reader already knows that
she gets back safely. She feels ‘complete satisfaction’ about
her adventure, demonstrating how delighted she is that she
has returned successfully with only a few bruises, even though
she knew she was risking her life.

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Level 2 Attempts to compare ideas The writer in Source A is not very happy about his adventure
Some, and perspectives but he still hopes that they are going to get down the mountain
attempts at • Makes some comment on safely. In the first paragraph he says ‘we had lost that sense of
comparison how writers’ methods are hopelessness’ which makes the reader think that they might
used make it back to base camp. This is different to the way the
5–8 marks • Selects some appropriate other source starts because in Source A we don’t know what
textual detail/references, will happen but in Source B we know what happens as the
not always supporting, from writer tells us straight away. She says ‘descended safely’ in the
one or both texts first paragraph so the reader knows before they read the rest
• Shows some understanding of the letter that she will be safe and to show that she is really
of different ideas and pleased that she got back down the mountain safely and her
perspectives adventure ended well.

Level 1 Makes simple cross reference The writer in Source A is not very happy because he has
Simple, of ideas and perspectives broken his leg and he is not enjoying his adventure. He uses
limited • Makes simple identification the word ‘torture’ which shows that it really hurts. This is
comment of writers’ methods different to Source B because the writer is very happy about
• Selects simple reference(s)/ her adventure. She says ‘descended safely’ in the first
1–4 marks textual detail(s) from one or paragraph so we know that she is happy about climbing the
both texts mountain.
• Shows simple awareness of
ideas and/or perspectives

Level 0 Nothing to reward.

No marks

Note:
• If the quality of the response is L1 but only deals with one text, the maximum mark is 2.
• If the quality of the response is L2 but only deals with one text, the maximum mark is 6.
• A student has to deal with both texts to achieve L3 or above.
• References to the writers’ methods may be implicit without specific mention of the writer.

AO3 content may include the comparison of ideas such as:

• Their previous experience

• Their enjoyment
• Their suffering
• Their success
• Their gender
• Their expectations
• Their purpose in writing

and comment on methods such as:

• Structural shifts – highly detailed focus in Source A; episodic shifts in Source B
• Structural viewpoint – first person narratives; descriptive in Source A, reflective in Source B
• Whole text structure – mostly chronological in both sources but openings very different
• Tone – dramatic and distressed in Source A; cheerful and ironic in Source B
• Language features – figurative language in Source A; understatement and hyperbole in Source B
• Word choice.

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0 5 ‘People have become obsessed with travelling ever further and faster. However, travel
is expensive, dangerous, damaging and a foolish waste of time!’

Write an article for a news website in which you argue your point of view on this
statement.
(24 marks for content and organisation and
16 marks for technical accuracy)
[40 marks]

AO5 Content and Organisation

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 Skills descriptors

Level 4 Upper Content

Level 4 • Communication is convincing and compelling
19–24 marks • Tone, style and register are assuredly matched to purpose and
22–24 audience
Compelling, marks • Extensive and ambitious vocabulary with sustained crafting of
Convincing linguistic devices
Communication
Organisation
• Varied and inventive use of structural features
• Writing is compelling, incorporating a range of convincing and
complex ideas
• Fluently linked paragraphs with seamlessly integrated discourse
markers
Lower Content
Level 4 • Communication is convincing
• Tone, style and register are convincingly matched to purpose and
19–21 audience
marks • Extensive vocabulary with conscious crafting of linguistic devices

Organisation
• Varied and effective structural features
• Writing is highly engaging with a range of developed complex
ideas
• Consistently coherent use of paragraphs with integrated discourse
markers

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Level 3 Upper Content

Level 3 • Communication is consistently clear
13–18 marks • Tone, style and register are consistently matched to purpose and
16–18 audience
Consistent, marks • Increasingly sophisticated vocabulary and phrasing, chosen for
Clear effect, with a range of successful linguistic devices
Communication
Organisation
• Effective use of structural features
• Writing is engaging, using a range of clear, connected ideas
• Coherent paragraphs with integrated discourse markers
Lower Content
Level 3 • Communication is generally clear
• Tone, style and register are generally matched to purpose and
13–15 audience
marks • Vocabulary clearly chosen for effect and appropriate use of
linguistic devices

Organisation
• Usually effective use of structural features
• Writing is engaging, with a range of connected ideas
• Usually coherent paragraphs with range of discourse markers

Level 2 Upper Content

Level 2 • Communicates with some sustained success
7-12 marks • Some sustained attempt to match tone, style and register to
10–12 purpose and audience
Some marks • Conscious use of vocabulary with some use of linguistic devices
successful
Communication Organisation
• Some use of structural features
• Increasing variety of linked and relevant ideas
• Some use of paragraphs and some use of discourse markers
Lower Content
Level 2 • Communicates with some success
• Attempts to match tone, style and register to purpose and
7–9 audience
marks • Begins to vary vocabulary with some use of linguistic devices

Organisation
• Attempts to use structural features
• Some linked and relevant ideas
• Attempt to write in paragraphs with some discourse markers, not
always appropriate

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Level 1 Upper Content

Level 1 • Communicates simply
1-6 marks • Simple awareness of matching tone, style and register to purpose
4–6 and audience
Simple, Limited marks • Simple vocabulary; simple linguistic devices
Communication
Organisation
• Evidence of simple structural features
• One or two relevant ideas, simply linked
• Random paragraph structure

Lower Content
Level 1 • Limited communication
• Occasional sense of matching tone, style and register to purpose
1–3 and audience
marks • Simple vocabulary

Organisation
• Limited or no evidence of structural features
• One or two unlinked ideas
• No paragraphs

Level 0 Students will not have offered any meaningful writing to assess.
No marks Nothing to reward.

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AO6 Technical Accuracy

Students must use a range of vocabulary and sentence structures for clarity, purpose and effect,
with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each
specification as a whole.)
Level Skills descriptors

Level 4 • Sentence demarcation is consistently secure and consistently accurate

• Wide range of punctuation is used with a high level of accuracy
13–16 marks
• Uses a full range of appropriate sentence forms for effect
• Uses Standard English consistently and appropriately with secure control of
complex grammatical structures

• High level of accuracy in spelling, including ambitious vocabulary

• Extensive and ambitious use of vocabulary

Level 3 • Sentence demarcation is mostly secure and mostly accurate

• Range of punctuation is used, mostly with success
9–12 marks
• Uses a variety of sentence forms for effect
• Mostly uses Standard English appropriately with mostly controlled grammatical
structures

• Generally accurate spelling, including complex and irregular words

• Increasingly sophisticated use of vocabulary

Level 2 • Sentence demarcation is mostly secure and sometimes accurate

• Some control of a range of punctuation
5–8 marks
• Attempts a variety of sentence forms
• Some use of Standard English with some control of agreement

• Some accurate spelling of more complex words

• Varied use of vocabulary

Level 1 • Occasional use of sentence demarcation

• Some evidence of conscious punctuation
1–4 marks
• Simple range of sentence forms
• Occasional use of Standard English with limited control of agreement

• Accurate basic spelling

• Simple use of vocabulary

Level 0 Students’ spelling, punctuation etc. is sufficiently poor to prevent understanding

No marks or meaning.

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