GCSE ENGLISH LANGUAGE - · PDF fileGCSE ENGLISH LANGUAGE A651/Mark Scheme Extended Literary Text and Imaginative Writing CONTROLLED ASSESSMENT MARK SCHEME A651 4 ©

OCR is an exempt CharityTurn over

© OCR 2013DC (AC) 59371/2

*J335620113*

GCSE ENGLISH LANGUAGE

J355 Mark Schemes for the Controlled Assessment Units

* J 3 5 5 *

2

J355 (Mark Scheme)© OCR 2013

CONTENTS

GCSE English Language (J355)

MARK SCHEMES FOR THE CONTROLLED ASSESSMENT UNITS

Unit Page

A651 Extended Literary Text and Imaginative Writing 3

A652 Section A Speaking and Listening 11

A652 Section B Spoken Language 15


*A635590113*

© OCR 2013 [T/600/3281]DC (AC) 59371/2

INFORMATION FOR TEACHERS

• Section A is worth 30 marks.• Section B is worth 30 marks.• The total number of marks for this paper is 60.• This document consists of 8 pages. Any blank pages are indicated.

Released June 2011This mark scheme remains live for the life of this qualificationGCSE ENGLISH LANGUAGE

A651/Mark Scheme Extended Literary Text and Imaginative Writing

CONTROLLED ASSESSMENTMARK SCHEME

* A 6 5 1 *

4


Section A : Extended Literary Text Marking CriteriaCandidates submit one task for assessment. The task is marked out of 30 marks using the marking criteria below.

Band Marks Descriptors AO3

1 30292827

• A cogent and explicitly relevant response• Explores and evaluates a range of interpretations of language and structure

as appropriate• Analyses in detail the writer’s perspective• Precise quotations/comparisons enhance analysis of writer’s intentions

2 26252423

• A personal and persuasive response• Develops interpretations and evaluates language and structure as

appropriate• Identifies and discusses writer’s perspective• Apt quotations/comparisons are used to illuminate meaning

3 22212019

• A personal, well developed and critical response• A clear understanding of how meaning is conveyed, evaluating language and

structure as appropriate• Well selected quotations/comparisons enhance analysis

4 18171615

• A personal and critical response• Understands and demonstrates how meaning is conveyed• Quotations/comparisons used to justify views

5 14131211

• Begins to develop a personal and relevant response• Understands some of the ways meaning is conveyed• Uses quotations/simple comparisons to support views

6 10987

• Makes some comments relevant to task• Some attempt to show how meaning is conveyed• Quotations/comparisons used to make simple points

7 6543

• Describes some of the main features of a text in attempting to address task• Some awareness of how the writer achieves effects through simple

comparison/quotations

8 210

• Some comments on text with very little or no relevance to task• Struggles to develop a response

5

J355 (Mark Scheme) Turn over© OCR 2013

Sec

tio

n B

Imag

inat

ive

Wri

tin

g

Can

dida

tes

subm

it o

ne

task

con

tain

ing

two

par

ts f

or a

sses

smen

t. E

ach

part

is m

arke

d ou

t of

30

mar

ks u

sing

the

mar

king

crit

eria

bel

ow (

out

of 2

0 m

arks

for

AO

4i &

AO

4ii a

nd

out

of

10 m

arks

for

AO

4iii)

, gi

ving

a t

otal

of

60 m

arks

. Div

ide

the

tota

l by

2 to

pro

vide

the

ove

rall

mar

k ou

t of

30

for

this

se

ctio

n.

Ban

dM

arks

Des

crip

tors

AO

4i &

AO

4ii

Mar

ksD

escr

ipto

rs A

O4i

ii

120 19 18

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• sh

ows

soph

istic

ated

con

trol

of t

he m

ater

ial a

nd m

akes

effe

ctiv

e us

e of

lin

guis

tic d

evic

es.

• de

mon

stra

tes

a so

phis

ticat

ed u

nder

stan

ding

of t

he ta

sk, a

ddre

ssin

g it

with

com

plet

e re

leva

nce

and

adap

ting

form

and

sty

le w

ith fl

air

to s

uit

audi

ence

and

pur

pose

. •

uses

pre

cise

voc

abul

ary

whi

ch is

fully

sui

ted

to th

e pu

rpos

e of

the

writ

ing,

con

veyi

ng s

ubtle

ty o

f tho

ught

and

sha

des

of m

eani

ng, a

nd

whe

re a

ppro

pria

te is

imag

inat

ive

and

ambi

tious

in s

cope

. •

uses

str

uctu

re to

pro

duce

del

iber

ate

effe

cts,

dev

elop

ing

the

writ

ing

cohe

rent

ly a

nd s

kilfu

lly fr

om a

con

fi den

t ope

ning

whi

ch e

ngag

es th

e re

ader

to a

ver

y co

nvin

cing

and

del

iber

ate

endi

ng.

• is

org

anis

ed in

to c

oher

ent p

arag

raph

s w

hich

are

cle

arly

var

ied

for

effe

ct a

nd u

sed

conf

iden

tly to

enh

ance

the

idea

s an

d m

eani

ng.

10 9In

this

ban

d a

cand

idat

e’s

writ

ing:

•

uses

a w

ide

rang

e of

sen

tenc

e st

ruct

ures

to e

nsur

e cl

arity

and

to

achi

eve

spec

ific

effe

cts

rele

vant

to th

e ta

sk.

• us

es a

mbi

tious

voc

abul

ary

with

ver

y fe

w

spel

ling

erro

rs.

• us

es p

unct

uatio

n co

nsci

ousl

y an

d se

cure

ly to

sha

pe m

eani

ng, w

ith v

ery

few

err

ors.

6


Ban

dM

arks

Des

crip

tors

AO

4i &

AO

4ii

Mar

ksD

escr

ipto

rs A

O4i

ii

217 16

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• sh

ows

full

cont

rol o

f the

mat

eria

l and

mak

es s

ome

effe

ctiv

e us

e of

lin

guis

tic d

evic

es.

• de

mon

stra

tes

a co

nfid

ent u

nder

stan

ding

of t

he ta

sk, a

ddre

ssin

g it

with

co

nsis

tent

rel

evan

ce a

nd a

dapt

ing

form

and

sty

le w

ith a

ssur

ance

to

suit

audi

ence

and

pur

pose

. •

uses

imag

inat

ive

voca

bula

ry w

hich

is a

ppro

pria

te to

the

purp

ose

of th

e w

ritin

g, c

onve

ying

som

e su

btle

ty o

f tho

ught

and

sha

des

of m

eani

ng,

and

whe

re a

ppro

pria

te m

ay s

how

som

e am

bitio

n in

sco

pe.

• us

es s

truc

ture

con

scio

usly

for

effe

ct, d

evel

opin

g th

e w

ritin

g co

here

ntly

fr

om a

n op

enin

g w

hich

eng

ages

the

read

er to

a c

onvi

ncin

g an

d de

liber

ate

endi

ng.

• is

org

anis

ed in

to p

arag

raph

s w

hich

hav

e un

ity, a

re v

arie

d fo

r ef

fect

and

ar

e us

ed to

con

trol

the

cont

ent a

nd a

chie

ve o

vera

ll co

here

nce.

8In

this

ban

d a

cand

idat

e’s

writ

ing:

•

uses

a r

ange

of s

ente

nce

stru

ctur

es to

en

sure

cla

rity

and

to a

chie

ve s

peci

fi c

effe

cts

rele

vant

to th

e ta

sk.

• us

es m

ore

com

plex

and

irre

gula

r vo

cabu

lary

, alm

ost a

lway

s se

cure

ly

spel

led

• us

es p

unct

uatio

n to

sha

pe m

eani

ng,

mai

nly

secu

rely

, with

err

ors

only

in m

ore

com

plex

, irr

egul

ar s

truc

ture

s.

315 14

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:•

show

s ge

nera

lly c

ompe

tent

con

trol

of t

he m

ater

ial b

ut m

ay n

ot a

lway

s co

nvey

mea

ning

cle

arly

whe

n us

ing

mor

e am

bitio

us li

ngui

stic

dev

ices

an

d st

ruct

ures

.•

dem

onst

rate

s a

secu

re u

nder

stan

ding

of t

he ta

sk, a

ddre

ssin

g it

in

a re

leva

nt w

ay a

nd a

dapt

ing

form

and

sty

le w

ith c

onfid

ence

to s

uit

audi

ence

and

pur

pose

.•

uses

var

ied

voca

bula

ry to

cre

ate

diffe

rent

effe

cts

whi

ch a

re m

ainl

y ap

prop

riate

to th

e pu

rpos

e of

the

writ

ing,

con

veyi

ng th

ough

t and

m

eani

ng c

lear

ly.

• us

es s

truc

ture

del

iber

atel

y an

d w

ith d

irect

ion

– a

focu

sed

and

inte

rest

ing

open

ing,

eve

nts

and

idea

s de

velo

ped

clea

rly a

nd in

som

e de

tail,

an

appr

opria

te e

ndin

g.•

uses

par

agra

phs

of v

aryi

ng le

ngth

and

str

uctu

re fo

r ef

fect

, whi

ch

effe

ctiv

ely

orga

nise

and

link

idea

s an

d cr

eate

an

over

all s

ense

of

cohe

renc

e.

7In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es g

ener

ally

wel

l con

trol

led

sent

ence

st

ruct

ures

whi

ch a

re v

arie

d in

leng

th a

nd

type

and

sho

w e

vide

nce

of b

eing

use

d de

liber

atel

y to

cre

ate

spec

ific

effe

cts

appr

opria

te to

the

task

.•

show

s se

cure

spe

lling

of c

ompl

ex

regu

lar

wor

ds a

nd g

ener

ally

sec

ure

spel

ling

of ir

regu

lar

or m

ore

com

plex

vo

cabu

lary

.•

uses

pun

ctua

tion

to e

nhan

ce o

r cl

arify

m

eani

ng –

is a

ccur

ate

both

with

in a

nd

betw

een

sent

ence

s, b

ut m

ay m

ake

som

e er

rors

in c

ompl

ex s

ente

nce

stru

ctur

es.

7


Ban

dM

arks

Des

crip

tors

AO

4i &

AO

4ii

Mar

ksD

escr

ipto

rs A

O4i

ii

413 12

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:•

show

s ge

nera

l con

trol

of t

he m

ater

ial;

the

resp

onse

may

be

stra

ight

forw

ard

and

cont

rolle

d bu

t lin

guis

tical

ly u

nam

bitio

us o

r m

ay

lose

som

e co

ntro

l in

atte

mpt

ing

som

ethi

ng a

mbi

tious

• de

mon

stra

tes

an u

nder

stan

ding

of t

he ta

sk, a

ddre

ssin

g it

in a

mai

nly

rele

vant

way

with

som

e ev

iden

ce o

f ada

ptin

g fo

rm a

nd s

tyle

to s

uit

diffe

rent

aud

ienc

es a

nd p

urpo

ses.

• us

es s

ome

varie

ty o

f voc

abul

ary

to c

reat

e di

ffere

nt e

ffect

s an

d to

su

it th

e pu

rpos

e of

the

writ

ing,

but

whi

ch m

ay b

e im

prec

ise

or fa

il to

co

nvey

sha

des

of m

eani

ng.

• us

es s

truc

ture

with

a s

ense

of d

irect

ion

– a

clea

r an

d fo

cuse

d op

enin

g, s

trai

ghtfo

rwar

d de

velo

pmen

t of i

deas

, an

atte

mpt

to a

chie

ve

an a

ppro

pria

te e

ndin

g.•

is o

rgan

ised

into

par

agra

phs

whi

ch m

ay b

e va

ried

for

effe

ct a

nd

whi

ch a

re c

aref

ully

link

ed to

geth

er to

mak

e th

e se

quen

ce o

f eve

nts

or

deve

lopm

ent o

f ide

as c

lear

to th

e re

ader

6In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es s

ente

nce

stru

ctur

es w

hich

sho

w

som

e va

riety

. May

tend

to r

epea

t se

nten

ce ty

pes,

lose

con

trol

of m

ore

ambi

tious

str

uctu

res,

or

mak

e so

me

synt

actic

al e

rror

s.•

usua

lly s

pells

com

plex

reg

ular

wor

ds

secu

rely

; may

mak

e er

rors

with

irre

gula

r or

mor

e co

mpl

ex v

ocab

ular

y.•

uses

pun

ctua

tion

in a

n at

tem

pt to

cre

ate

som

e sp

ecifi

c ef

fect

s; is

usu

ally

acc

urat

e fo

r se

nten

ce s

epar

atio

n an

d so

met

imes

w

ithin

sen

tenc

es, b

ut m

ay m

ake

less

se

cure

use

of s

peec

h m

arks

, col

ons

and

sem

i col

ons.

511 10

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:•

may

not

alw

ays

show

con

trol

of t

he m

ater

ial;

the

resp

onse

may

be

sim

ple

and

cont

rolle

d bu

t lin

guis

tical

ly u

nam

bitio

us, o

r m

ay a

ttem

pt

som

ethi

ng a

mbi

tious

but

tend

to lo

se c

ontr

ol.

• de

mon

stra

tes

som

e un

ders

tand

ing

of th

e ta

sk, a

ddre

ssin

g it

in a

so

met

imes

rel

evan

t way

and

with

som

e at

tem

pt to

ada

pt fo

rm a

nd

styl

e to

sui

t aud

ienc

e an

d pu

rpos

e.•

uses

voc

abul

ary

to c

reat

e so

me

limite

d ef

fect

s, w

hich

may

how

ever

be

too

sim

ple

to c

onve

y sh

ades

of m

eani

ng, n

ot fu

lly u

nder

stoo

d or

not

ap

prop

riate

and

may

con

tain

som

e id

iom

atic

err

ors.

• us

es s

truc

ture

with

som

e se

nse

of d

irect

ion

- a

gene

rally

cle

ar a

nd

focu

ssed

ope

ning

, som

e de

velo

pmen

t of i

deas

, a li

mite

d at

tem

pt to

ac

hiev

e an

app

ropr

iate

end

ing.

• us

es p

arag

raph

s w

hich

may

occ

asio

nally

be

varie

d fo

r ef

fect

and

/or

are

linke

d to

geth

er to

mak

e th

e se

quen

ce o

f eve

nts

or d

evel

opm

ent o

f id

eas

fairl

y cl

ear

to th

e re

ader

.

5In

this

ban

d a

cand

idat

e’s

writ

ing:

•

uses

sen

tenc

e st

ruct

ures

whi

ch s

how

a

little

var

iety

; may

tend

rep

eat s

ente

nce

type

s, lo

se c

ontr

ol o

f mor

e am

bitio

us

stru

ctur

es, a

nd/o

r in

clud

e sy

ntac

tical

er

rors

. •

usua

lly s

pells

sim

ple

regu

lar

voca

bula

ry

secu

rely

but

may

mak

e er

rors

with

co

mpl

ex r

egul

ar v

ocab

ular

y.

• us

es p

unct

uatio

n w

hich

som

etim

es

help

s cl

arify

mea

ning

, usu

ally

acc

urat

ely

for

sent

ence

sep

arat

ion

and

som

etim

es

succ

essf

ully

with

in s

ente

nces

.

8


Ban

dM

arks

Des

crip

tors

AO

4i &

AO

4ii

Mar

ksD

escr

ipto

rs A

O4i

ii

69 8

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:

• do

es n

ot a

lway

s sh

ow c

ontr

ol o

f the

mat

eria

l; th

e re

spon

se m

ay h

ave

a le

vel o

f lin

guis

tic e

rror

that

dis

trac

ts th

e re

ader

from

the

mer

its o

f the

co

nten

t. •

dem

onst

rate

s a

limite

d un

ders

tand

ing

of th

e ta

sk a

nd a

ddre

sses

it

with

som

e re

leva

nce,

mak

ing

a lim

ited

atte

mpt

to a

dapt

form

and

sty

le

to s

uit a

udie

nce

and

purp

ose.

•

uses

voc

abul

ary

whi

ch is

som

etim

es c

hose

n fo

r va

riety

and

inte

rest

bu

t lik

ely

to b

e lim

ited

in r

ange

, som

etim

es in

appr

opria

te a

nd m

ay

cont

ain

som

e id

iom

atic

err

ors.

• st

ruct

ures

writ

ing

with

som

e se

nse

of d

irect

ion

whi

ch m

ay n

ot b

e su

stai

ned;

a fa

irly

clea

r op

enin

g, s

ome

limite

d de

velo

pmen

t of i

deas

, so

me

sens

e of

an

endi

ng.

• us

es p

arag

raph

s w

hich

cre

ate

som

e se

nse

of s

eque

nce

for

the

even

ts

or th

e de

velo

pmen

t of i

deas

but

whi

ch m

ay la

ck u

nity

or

have

littl

e or

no

evi

denc

e of

link

s be

twee

n th

em.

4In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es r

epet

itive

sen

tenc

e st

ruct

ures

, w

hich

are

mai

nly

sim

ple

or c

ompo

und,

or

leng

thy

with

som

e se

nse

of c

ontr

ol.

• us

ually

spe

lls s

impl

e re

gula

r vo

cabu

lary

ac

cura

tely

but

may

mak

e a

num

ber

of

typi

cal e

rror

s.

• so

met

imes

use

s pu

nctu

atio

n ac

cura

tely

fo

r se

nten

ce s

epar

atio

n bu

t ha

s lim

ited

succ

ess

with

atte

mpt

s to

use

it

with

in

sent

ence

s to

cla

rify

mea

ning

.

77 6

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:•

show

s lim

ited

cont

rol o

f the

mat

eria

l; th

e le

vel o

f lin

guis

tic e

rror

may

re

quire

the

read

er to

re-

read

som

e se

nten

ces

befo

re th

e m

eani

ng is

cl

ear.

• de

mon

stra

tes

a ve

ry li

mite

d un

ders

tand

ing

of th

e ta

sk, a

ddre

ssin

g it

with

occ

asio

nal f

ocus

and

mak

ing

limite

d at

tem

pts

to a

dapt

form

and

st

yle

to s

uit a

udie

nce

and

purp

ose.

• us

es v

ocab

ular

y to

cre

ate

occa

sion

al v

arie

ty a

nd in

tere

st b

ut w

hich

is

like

ly to

be

very

lim

ited

in r

ange

and

ofte

n in

appr

opria

te w

ith s

ome

idio

mat

ic e

rror

s.•

show

s so

me

sign

s of

org

anis

atio

n an

d so

me

sens

e of

dire

ctio

n –

a lim

ited

atte

mpt

to c

reat

e an

ope

ning

, ver

y si

mpl

e or

ram

blin

g de

velo

pmen

t of i

deas

, may

com

e to

a s

top

rath

er th

an a

chie

ving

a

delib

erat

e en

ding

.•

uses

par

agra

phs

whi

ch m

ay s

igna

l onl

y ob

viou

s de

velo

pmen

t of

even

ts o

r id

eas,

or

whi

ch m

ay b

e ha

phaz

ard

and

lack

cle

ar li

nks

or

over

all u

nity

.

3In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es s

impl

e re

petit

ive

sent

ence

st

ruct

ures

with

littl

e co

ntro

l of m

ore

com

plex

one

s an

d fr

eque

nt s

ynta

ctic

al

faul

ts.

• sp

ells

som

e si

mpl

e re

gula

r vo

cabu

lary

ac

cura

tely

but

mak

es r

ando

m e

rror

s.•

uses

som

e ba

sic

punc

tuat

ion

with

som

e su

cces

s be

twee

n se

nten

ces

but,

with

in

sent

ence

s, u

sual

ly m

isus

es o

r om

its it

.

9


Ban

dM

arks

Des

crip

tors

AO

4i &

AO

4ii

Mar

ksD

escr

ipto

rs A

O4i

ii

85 4

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:•

offe

rs o

ccas

iona

l rel

evan

t and

com

preh

ensi

ble

cont

ent,

but d

ensi

ty o

f lin

guis

tic e

rror

may

req

uire

the

read

er to

re-

read

and

re-

orga

nise

the

text

bef

ore

mea

ning

is c

lear

.•

dem

onst

rate

s a

little

aw

aren

ess

of th

e ta

sk, a

ddre

ssin

g it

with

in

term

itten

t foc

us; f

orm

and

sty

le m

ay o

ccas

iona

lly b

e ap

prop

riate

to

audi

ence

and

/or

purp

ose,

but

this

is u

nlik

ely

to b

e de

liber

ate

• us

es v

ocab

ular

y w

hich

is v

ery

occa

sion

ally

cho

sen

for

varie

ty a

nd/o

r in

tere

st b

ut w

hich

is v

ery

limite

d in

ran

ge a

nd o

ften

inap

prop

riate

, with

ob

viou

s id

iom

atic

err

ors.

• sh

ows

occa

sion

al s

igns

of o

rgan

isat

ion

and

a ve

ry li

mite

d –

if an

y –

sens

e of

dire

ctio

n.•

uses

par

agra

phs

occa

sion

ally

to s

igna

l ver

y ob

viou

s ch

ange

s in

the

dire

ctio

n of

eve

nts

or id

eas,

but

whi

ch m

ay n

eed

to b

e re

-rea

d or

re

-org

anis

ed b

efor

e th

e m

eani

ng is

cle

ar.

2In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es r

ecog

nisa

ble

sent

ence

str

uctu

res,

w

ith s

ome

accu

racy

in th

e us

e of

mor

e si

mpl

e on

es.

• us

es e

rrat

ic s

pelli

ng w

hich

may

be

reco

gnis

able

for

mos

t wor

ds b

ut is

ac

cura

te fo

r on

ly a

lim

ited

num

ber.

• us

es p

unct

uatio

n w

hich

is o

ccas

iona

lly

succ

essf

ul b

ut is

inco

nsis

tent

and

like

ly

to b

e in

accu

rate

.

Bel

ow

b

and

8

3 2 1 0

In th

is b

and

a ca

ndid

ate’

s w

ritin

g:•

is v

ery

shor

t or

com

mun

icat

es v

ery

little

, with

som

e se

ctio

ns m

akin

g no

sen

se a

t all;

may

gai

n so

me

mar

ks w

here

ther

e is

occ

asio

nal c

larit

y•

show

s al

mos

t no

awar

enes

s of

task

, aud

ienc

e or

pur

pose

.•

uses

voc

abul

ary

whi

ch is

ser

ious

ly li

mite

d.•

show

s al

mos

t no

sign

s of

org

anis

atio

n or

sen

se o

f dire

ctio

n.•

uses

par

agra

phs

– if

at a

ll –

in a

hap

haza

rd w

ay s

uch

that

, in

spite

of

re-r

eadi

ng a

nd r

e-or

gani

sing

, ver

y lit

tle s

ense

em

erge

s.

1 0In

this

ban

d a

cand

idat

e’s

writ

ing:

• us

es s

pelli

ng a

nd p

unct

uatio

n so

im

prec

isel

y th

at v

ery

little

mea

ning

is

com

mun

icat

ed.

10


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For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.

OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.


*A635580113*

© OCR 2013 [H/600/3292] [A/600/3282]DC (AC) 59371/2


• The total number of marks for this paper is 40.• This document consists of 4 pages. Any blank pages are indicated.

Released June 2011This mark scheme remains live for the life of this qualificationGCSE ENGLISH A643

ENGLISH LANGUAGE A652 Section A

Speaking and Listening


* A 6 4 3 *

12


Sec

tio

n A

: Sp

eaki

ng

an

d L

iste

nin

g M

arki

ng

Cri

teri

aC

andi

date

s su

bmit

thre

e ta

sks

for

asse

ssm

ent.

Eac

h ta

sk is

mar

ked

out o

f 40

mar

ks u

sing

the

mar

king

crit

eria

bel

ow, g

ivin

g a

tota

l out

of 1

20 m

arks

. D

ivid

e th

e to

tal m

ark

by 3

to p

rovi

de th

e ov

eral

l mar

k ou

t of 4

0 fo

r th

is s

ectio

n.

Ban

d/

Mar

ksC

om

mu

nic

atin

g a

nd

ad

apti

ng

lan

gu

age

(Ind

ivid

ual E

xten

ded

Con

trib

utio

n)In

tera

ctin

g a

nd

res

po

nd

ing

(Gro

up a

ctiv

ity)

Cre

atin

g a

nd

su

stai

nin

g r

ole

s(D

ram

a-fo

cuss

ed a

ctiv

ity)

Ban

d 1

40-3

2

Can

dida

tes

• hi

ghlig

ht p

riorit

ies

and

esse

ntia

l det

ail

whe

n co

mm

unic

atin

g co

mpl

ex a

nd

dem

andi

ng s

ubje

ct m

atte

r•

use

a so

phis

ticat

ed r

eper

toire

of

stra

tegi

es to

mee

t cha

lleng

ing

cont

exts

an

d pu

rpos

es•

show

an

assu

red

choi

ce a

nd fl

exib

le

use

of s

tand

ard

Eng

lish

voca

bula

ry a

nd

gram

mar

in a

ppro

pria

te s

ituat

ions

Can

dida

tes

• su

stai

n co

ncen

trat

ed li

sten

ing,

sh

owin

g un

ders

tand

ing

of c

ompl

ex

idea

s th

roug

h in

terr

ogat

ing

wha

t is

said

• sh

ape

dire

ctio

n an

d co

nten

t of t

alk,

re

spon

ding

with

flex

ibili

ty to

dev

elop

id

eas

and

chal

leng

e as

sum

ptio

ns•

initi

ate,

dev

elop

and

sus

tain

dis

cuss

ion

thro

ugh

enco

urag

ing

part

icip

atio

n an

d in

tera

ctio

n, r

esol

ving

diff

eren

ces

and

achi

evin

g po

sitiv

e ou

tcom

es

Can

dida

tes

• cr

eate

com

plex

cha

ract

ers

and

fulfi

l th

e de

man

ds o

f cha

lleng

ing

role

s th

roug

h in

sigh

tful c

hoic

e of

dra

mat

ic

appr

oach

es•

expl

ore

and

resp

ond

to c

ompl

ex id

eas

issu

es a

nd r

elat

ions

hips

in v

arie

d fo

rmal

and

info

rmal

sce

nario

s

Ban

d 2

24-3

1

Can

dida

tes

• co

nfid

ently

con

vey

and

inte

rpre

t in

form

atio

n, id

eas

and

feel

ings

, em

phas

isin

g si

gnifi

cant

poi

nts

and

issu

es•

adap

t and

sha

pe ta

lk a

nd n

on-v

erba

l fe

atur

es to

mee

t the

dem

ands

of d

iffer

ent

situ

atio

ns, c

onte

xts

and

purp

oses

• m

ake

appr

opria

te, c

ontr

olle

d, e

ffect

ive

use

of s

tand

ard

Eng

lish

voca

bula

ry a

nd

gram

mar

Can

dida

tes

• ch

alle

nge,

dev

elop

and

res

pond

to

wha

t the

y he

ar in

thou

ghtfu

l and

co

nsid

erat

e w

ays,

see

king

cla

rific

atio

n th

roug

h ap

t que

stio

ns•

anal

yse

and

refle

ct o

n ot

hers

’ ide

as

to c

larif

y is

sues

and

ass

umpt

ions

and

de

velo

p th

e di

scus

sion

• id

entif

y us

eful

out

com

es a

nd

help

str

uctu

re d

iscu

ssio

n th

roug

h pu

rpos

eful

con

trib

utio

ns

Can

dida

tes

• cr

eate

con

vinc

ing

char

acte

rs a

nd r

oles

us

ing

a ra

nge

of c

aref

ully

sel

ecte

d ve

rbal

and

non

-ver

bal t

echn

ique

s•

resp

ond

skilf

ully

and

sen

sitiv

ely

in

diffe

rent

situ

atio

ns a

nd s

cena

rios,

to

exp

lore

idea

s an

d is

sues

and

re

latio

nshi

ps

13


Ban

d/

Mar

ksC

om

mu

nic

atin

g a

nd

ad

apti

ng

lan

gu

age

(Ind

ivid

ual E

xten

ded

Con

trib

utio

n)In

tera

ctin

g a

nd

res

po

nd

ing

(Gro

up a

ctiv

ity)

Cre

atin

g a

nd

su

stai

nin

g r

ole

s(D

ram

a-fo

cuss

ed a

ctiv

ity)

Ban

d 3

16-2

3

Can

dida

tes

• ef

fect

ivel

y co

mm

unic

ate

info

rmat

ion,

id

eas

and

feel

ings

, pro

mot

e is

sues

and

po

ints

of v

iew

• ad

apt t

alk

to a

var

iety

of s

ituat

ions

and

au

dien

ces,

usi

ng n

on-v

erba

l fea

ture

s to

ad

d to

impa

ct•

use

a ra

nge

of w

ell-j

udge

d vo

cabu

lary

an

d se

nten

ce s

truc

ture

s to

ach

ieve

di

ffere

nt p

urpo

ses,

incl

udin

g co

mpe

tent

an

d ap

prop

riate

use

of s

tand

ard

Eng

lish

Can

dida

tes

• lis

ten

clos

ely

and

atte

ntiv

ely,

eng

agin

g w

ith w

hat i

s he

ard

thro

ugh

perc

eptiv

e re

spon

ses

• m

ake

sign

ifica

nt c

ontr

ibut

ions

that

m

ove

disc

ussi

ons

forw

ard

• en

gage

with

oth

ers’

idea

s an

d fe

elin

gs,

reco

gnis

ing

obvi

ous

bias

or

prej

udic

e an

d re

ferr

ing

to p

reci

se d

etai

l

Can

dida

tes

• de

velo

p an

d su

stai

n ro

les

and

char

acte

rs th

roug

h ap

prop

riate

la

ngua

ge a

nd e

ffect

ive

gest

ure

and

mov

emen

t•

mak

e co

ntrib

utio

ns to

the

deve

lopm

ent

of s

ituat

ions

and

idea

s, s

how

ing

unde

rsta

ndin

g an

d in

sigh

t int

o re

latio

nshi

ps a

nd s

igni

fican

t iss

ues

Ban

d 4

8-15

Can

dida

tes

• co

nvey

str

aigh

tforw

ard

info

rmat

ion

and

idea

s, c

oher

ent a

ccou

nts

and

narr

ativ

es

in e

xten

ded

turn

s•

begi

n to

ada

pt ta

lk a

nd n

on-v

erba

l fe

atur

es to

mee

t the

nee

ds o

f diff

eren

t au

dien

ces

• us

e a

varie

ty o

f voc

abul

ary

and

stru

ctur

es

for

diffe

rent

pur

pose

s, in

clud

ing

appr

opria

te fe

atur

es o

f sta

ndar

d E

nglis

h w

ith r

easo

nabl

e ac

cura

cy

Can

dida

tes

• re

spon

d po

sitiv

ely

to w

hat t

hey

hear

, inc

ludi

ng h

elpf

ul r

eque

sts

for

expl

anat

ion

and

furt

her

deta

il•

mak

e sp

ecifi

c, r

elev

ant c

ontr

ibut

ions

to

disc

ussi

on•

allo

w o

ther

s to

exp

ress

idea

s or

poi

nts

of v

iew

that

may

diff

er fr

om th

eir

own

and

resp

ond

appr

opria

tely

Can

dida

tes

• sh

ow u

nder

stan

ding

of c

hara

cter

s by

cr

eatin

g st

raig

htfo

rwar

d ro

les

usin

g sp

eech

, ges

ture

and

mov

emen

t•

enga

ge w

ith s

ituat

ions

and

idea

s,

show

ing

unde

rsta

ndin

g of

issu

es a

nd

rela

tions

hips

Ban

d 5

0-7

Can

dida

tes

• br

iefly

exp

ress

poi

nts

of v

iew

, ide

as a

nd

feel

ings

• so

met

imes

dev

elop

det

ail t

o ad

d in

tere

st

to a

ccou

nts,

nar

rativ

es a

nd in

form

atio

n,

supp

orte

d by

app

ropr

iate

non

-ver

bal

feat

ures

• us

e st

raig

htfo

rwar

d vo

cabu

lary

and

gr

amm

ar, s

how

ing

awar

enes

s of

som

e m

ain

feat

ures

of s

tand

ard

Eng

lish

Can

dida

tes

• re

spon

d to

wha

t the

y he

ar, s

how

ing

som

e in

tere

st, i

nclu

ding

non

-ver

bal

reac

tions

• m

ake

brie

f, oc

casi

onal

con

trib

utio

ns

and

gene

ral s

tate

men

ts in

dis

cuss

ion

• fo

llow

cen

tral

idea

s an

d po

ssib

ilitie

s in

wha

t the

y he

ar a

nd r

aise

st

raig

htfo

rwar

d qu

estio

ns

Can

dida

tes

• dr

aw o

n ob

viou

s an

d so

met

imes

st

ereo

typi

cal i

deas

to c

reat

e si

mpl

e ch

arac

ters

• re

act t

o si

tuat

ions

in p

redi

ctab

le b

ut

appr

opria

te w

ays,

dem

onst

ratin

g so

me

unde

rsta

ndin

g of

rel

atio

nshi

ps a

nd

fam

iliar

idea

s

14








*A635600113*

© OCR 2013 [A/600/3282]DC (AC) 59371/2


• Section B is worth 20 marks• The total number of marks for this section is 20.• This document consists of 6 pages. Any blank pages are indicated.

Released June 2011This mark scheme remains live for the life of this qualificationGCSE ENGLISH LANGUAGE

A652/Mark Scheme Spoken Language


* A 6 5 2 *

16


Sec

tio

n B

: Sp

oke

n L

ang

uag

e m

arki

ng

Cri

teri

a

Can

dida

tes

subm

it o

ne

task

for

asse

ssm

ent.

Thi

s ta

sk is

mar

ked

out o

f 20

usin

g th

e m

arki

ng c

riter

ia b

elow

.

Ban

d/

Mar

ksG

ener

al C

rite

ria

Sec

tio

n A

Sec

tio

n B

Th

e st

ud

y o

f sp

oke

n la

ng

uag

e o

f a

pu

blic

fig

ure

Lan

gu

age,

Med

ia a

nd

Te

chn

olo

gy

Lan

gu

age

and

So

ciet

y

Ban

d 1

18-2

0

Can

dida

tes

• sh

ow p

erce

ptio

n an

d or

igin

ality

• sh

ow a

naly

tical

un

ders

tand

ing

of la

ngua

ge

varia

tion

and

lang

uage

ch

oice

s, s

uppo

rted

by

coge

nt a

nd p

reci

se

refe

renc

es to

text

s/da

ta•

mak

e su

btle

and

di

scrim

inat

ing

com

men

ts o

n th

e de

tail

of te

xts/

data

Can

dida

tes

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15-1

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17


Ban

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12-1

4

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• m

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lang

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9-11

Can

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18


Ban

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4-5

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19


Ban

d/

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3-2

Can

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mm

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20







Documents

GCSE ENGLISH LANGUAGE - · PDF fileGCSE ENGLISH LANGUAGE A651/Mark Scheme Extended Literary Text and Imaginative Writing CONTROLLED ASSESSMENT MARK SCHEME *A651* 4 ©

GCSE ENGLISH LANGUAGE - · PDF fileGCSE ENGLISH LANGUAGE A651/Mark Scheme Extended Literary Text and Imaginative Writing CONTROLLED ASSESSMENT MARK SCHEME A651 4 ©